Technology Proficiencies- K-2

Table of Contents

Committee Members....................................................................................... Abstract........................................................................................................... FULL: National Educational Technology Standards (NETS *Student)............................................................................................ Creativity and Innovation (new)................................................................. Communication and Collaboration (4)...................................................... Research and Information Fluency (5)...................................................... Critical Thinking, Problem-Solving & Decision-Making (6, 3)............... Digital Citizenship (2).................................................................................. Technology Operations and Concepts (1, 3).............................................. General Notes................................................................................................. Appendices I. 21st Century Skills.................................................................................... II. Team Member Bios...................................................................................

2 3 4 6 11 41 56 61 67 73 76 77

http://www.iste.org/your-learning-journey�

~Committee Members~

Vincennes Community School Corporation Administrative Office

Ande Warren, Director & Project Lead Department of Information Systems

Thomas Nonte, Executive Director Department of Curriculum and Instruction

Consultant David Barr

International Society for Technology in Education

Frona Carson, Secretary Department of Information Systems

Data manipulation and Compiler

Academic Year 2007-2008

Vincennes Community School Corporation Building Representatives Building Administrator

Eric Goggins, Principal Washington Elementary School

Kindergarten- Second Grade Third Grade- Fifth Grade

Carolynn Stevenson, Teacher- 2nd Grade Franklin Elementary School

Molly Battles, Teacher- 3rd Grade Franklin Elementary School

Mollie Ravellette, Teacher- 2nd Grade Vigo Elementary School

Ann Donovan, Teacher- 5th Grade Washington Elementary School

Assist with Examples- Kayla Kiefer, Teacher- Kindergarten


Vincennes Community School Corporation Building Representatives

Building Administrator

Tim Hutchison, Principal Riley Elementary School

Kindergarten- Second Grade Third Grade- Fifth Grade

Carolynn Stevenson, Teacher- 2nd Grade Franklin Elementary School

Molly Battles, Teacher- 3rd Grade Franklin Elementary School

Susan Marchino, Teacher- 3rd Grade Vigo Elementary School

Jerri Johanningsmeier, Teacher- 5th Grade Washington Elementary School

Vincennes Community School Corporation 2

Abstract “Today the next generation of Web sites gives power to the end-user, providing visitors with a new level of customization, interaction, and participation. These new technologies are changing our relationship to the Internet. What can Web 2.0 tools offer educators?”

-Web 2.0: New Tools, New Schools, by Solomon and Schrum

Effectiveness, like beauty, is in the eye of the beholder. Technology can be beautiful when

you see the students interact and manipulate information digitally. The equalizer for all is...

Technology; from tall to short, big to little, and poor or rich, technology can level the playing field.

Web 2.0 is so important to schools because of the group projects and teaching the students can do. By

using technology they learn to communicate with one another in different ways. There are too many

attributes to these tools to dismiss as just social. Kids are discussing school projects online and

creating these projects using sophisticated programs that enhance the final product.

There are several resources to consider when planning for technology activities:

1. Are students proficient in the use of technology in the teaching/learning environment? 2. Is technology integrated into the teaching/learning environment? 3. Are technology proficiencies and measures incorporated into teaching and learning standards? 4. Are technology proficiencies and measures incorporated into student assessment? 5. Is equipment available for use by students? 6. Do the school or district’s instructional applications support teaching and learning standards

across the curriculum? By using technology the users have the ability to have an openness to experiences- by seeking

out new experiences and having global exploration…positive rewards to new experiences;

observational power- being able to see the 'whole' without having to view each of the component

parts in an operational system...a problem, an issue, a solution... technology supplies the tools to look

at the whole while users are solving the problem.

Many times things get lost in translation and it is extremely important to teach students with tools

they live with. Video Games for example, students spend so much time playing games that it needs to

be recognized by schools. Technology in society is changing rapidly and schools need to keep pace in

preparing our children to be able to compete in the global market.

The goal of the preparation of this document is to aid in the alignment of activities which focus on

technology skills and preparation of students being comfortable with the technology of today. We

have taken the National Educational Technology Standards (created by the International Society of

Technology in Education), the Indiana Department of Education’s definition of Technology Proficient

Literacy and the Academic Standards of Indiana and placed them into easy to find sections of “what

academic standards are being hit and what technology proficiencies are being hit”.


Curriculum and Content Area Standards

NETS for Students

I. Creativity and Innovation (new) Students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology. Students:

• Apply existing knowledge to generate new ideas, products or processes • Create original works as a means of personal or group expression • Use models and stimulations to explore complex systems and issues • Identify trends and forecast possibilities

II. Communication and Collaboration (4) 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:

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

• Communicate information and ideas effectively to multiple audiences using a variety of media and formats

• Develop cultural understanding and global awareness by engaging with learners of other cultures

• Contribute to project teams to produce original works to solve problems III. Research and Information Fluency (5) Students apply digital tools to gather, evaluate, and use information. Students:

• Plan strategies to guide inquiry • Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media. • Evaluate and select information sources and digital tools based on the

appropriateness to specific tasks. • Process data and report results.


IV. Critical Thinking, Problem-Solving & Decision-Making (6,3) Students use critical thinking skills to plan and conduct research, manage projects, solve

ify and define authentic problems and make significant questions for

ge activities to develop a solution or complete a project. isions.

.

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

• Identinvestigation.

• Plan and mana• Collect and analyze data to identify solutions and/or make informed dec• Use multiple processes and diverse perspectives to explore alternative solutions

V. Digital Citizenship (2) Students understand human, cultural, and societal issues related to technology and

ocate and practice safe, legal, and responsible use of the information and

e attitude toward using technology that supports collaboration,

nsibility for lifetime learning.

practice legal and ethical behavior. Students:

• Advtechnology.

• Exhibit a positivlearning, and productivity.

• Demonstrate personal respo• Exhibit leadership for digital citizenship.

VI. Technology Operations and Concepts (1,3) Students demonstrate a sound understanding of technology concepts, systems and

erstand and use technology systems. productively.

f new technologies.

operations. Students:

• Und• Select and use applications effectively and• Troubleshoot systems and applications. • Transfer current knowledge to learning o

http://ww .iste.org/w

-The NETS Are Searchable Online and Available for Download-


http://www.iste.org/

NETS*S aligned to NCLB Student Technology Literacy Proficiency Checklist

NETS- Curriculum and Content Area Standards I. Creativity and Innovation (new) Students demonstrate creative thinking, construct knowledge, and develop innovative

ly existing knowledge to generate new ideas, products or processes

s

products and process using technology. Students:

• App• Create original works as a means of personal or group expression • Use models and stimulations to explore complex systems and issue• Identify trends and forecast possibilities

The following experiences with technology and digital resources are examples of

. Illustrate and communicate original ideas and stories using digital tools and media-rich

Parenthesis are the other NETS Standards that are met with the example- . In a collaborative work group, use a variety of technologies to produce a digital

. Use simulations and graphical organizers to explore and depict patterns of growth such

escription of technologies to use: educational software CD’s, online Internet sites,

ays to Evaluate: rvation

tioning l presentation

learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1resources. (1, 2)

-The Numbers in

2presentation or product in a curriculum area. (1, 2) 3as the life cycles of plants and animals. (1, 3, 4) D

• Digital camera, video camera,presentation software

W

• Teacher obse• Teacher directed ques• Teacher created rubric on fina• Peer questioning


Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology Conceptualization Skills: The student is able to demonstrate a comprehensive understanding of the interactivity and operation of technology systems. 1. Understands the organizational concept behind using files and folders for storing information and is able to organize files into folders. Students identify information storage devices and strategies used most efficiently and effectively for storing different types of data, for different purposes, for portability, and for very large files

Content Area Social Studies

Mathematics Language Arts

Science

Kindergarten First Grade 1.3.2

1.7.10 1.1.1 1.6.1

Second Grade 2.2.7 2.7.5 2.7.11

2.1.5 2.4.1

1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html

o Searchable Online or Available for Download

2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example:

• Students learn to save work to shared folder on network or removable storage • •


Section Notes:

http://www.doe.in.gov/standards/welcome.html

http://www.lessonlocator.org/

2. Understands the use of and the difference between temporary memory (RAM), permanent memory (ROM), and storage (such as digital storage on hard, floppy, and zip disks; magnetic tape; and CD/DVD optical storage). Students demonstrate an understanding of concepts underlying hardware, software, and connectivity; the variety of ways that Information and technology resources can be combined to develop and promote understanding; and the value of visual and auditory features to convey accurate and convincing information.



Science

Kindergarten First Grade 1.3.2

1.7.10 1.1.1 1.6.1

Second Grade 2.2.7 2.7.5 2.7.11

2.1.5 2.7.5 2.7.11


o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example:

• Students use educational software directly from CD (i.e. Storybook Weaver) • •


Section Notes:



3. Can identify technological advances in society. Students identify legal and ethical issues related to use of information and communication technology, recognize consequences of its misuse, and predict possible long-range effects of ethical and unethical use of technology on culture and society.



Science

Kindergarten First Grade

Second Grade 2.5.4 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html


• After viewing video clip about Internet safety from unitedstreaming.com , class can create a chart of Internet do’s and don’ts

• •


Section Notes:



Ideas for Lesson Development

Ideas for Lesson Development: 1. 2. 3.

Content Area Standard(s)

Technology to Use: Resources: Rubric to Use/Evaluation Method:


Hardware/Software Needs:

NETS- Curriculum and Content Area Standards II. Communication and Collaboration (4) 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:

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

• Communicate information and ideas effectively to multiple audiences using a variety of media and formats

• Develop cultural understanding and global awareness by engaging with learners of other cultures

• Contribute to project teams to produce original works to solve problems

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. (1, 2)

-The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2) 3. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2)

Description of technologies to use: • Presentation software, keyboarding software, search engines, digital camera,

sound clips, publishing software Ways to Evaluate:

• Peer questioning • Teacher questioning/observation • Checklist • Rubric to evaluate presentation



Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as a Productivity Tool: The student is able to use technology as a tool to enhance learning and creativity. Students are able to use technology to increase productivity in developing models, publications, and other creative works. 1. Uses the graphical user interface of the operating system with application software to import images, text, and video/sound (i.e., databases, spreadsheets, word processors, or educational software). See specific Productivity Tools. Students know how to identify appropriate file formats for a variety of applications and apply utility programs to convert formats, as necessary, for effective use in Web, video, audio, graphic, presentation, word-processing, database, publication, and spreadsheet applications. Content Area Social

Studies Mathematics Language

Arts Science

Kindergarten K.1.1 K.1.9 K.3.1 K.3.2

K.2.2

First Grade 1.3.2 1.4.1 1.6.2 1.6.5 2.1.8 2.4.3

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0

2.2.5 2.4.8

2.4.1 2.4.2 2.7.5 2.7.9 2.7.11



“Monster Exchange” (education world.com) • Collaboration email project where students draw and describe pictures of

monsters for other students to re-create. Share monsters and descriptions via email and web

• Use presentation software (such as KidPix) to create a presentation about an animal using imported graphics, sounds and video clips.

• •


Section Notes:



2. Demonstrates effective keyboarding techniques. Students know how to use proper keyboarding posture, hand and finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in computer operation. Content Area Social


Arts Science

Kindergarten K.1.1 K.1.9 K.3.2

K.2.2

First Grade 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.5.1-1.5.5 1.7.10

Second Grade 2.1.8 2.4.3

2.2.3 2.2.5 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11

2.4.8 2.2.5



• Use keyboarding program(i.e. Type to Learn Jr) to develop proper keyboarding techniques

• •




3. Connects to the Internet using school network/modem and browser. Students know how to apply search engines, word processors, databases, spreadsheets, timelines, charts or graphs, communications, surveys, and other technology-based research and analysis tools to organize, synthesize, interpret, and communicate results from data collected regarding technological advances over time and the effects of the changes on occupations in business, industry, education, and other areas. Content Area Social


Arts Science


K.2.2

First Grade 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.5.1-1.5.5 1.7.10


2.2.3 2.2.5 2.3.1- 2.4.2 2.7.5 2.7.9 2.7.11

2.4.8 2.2.5



• Students can access age/grade appropriate search engines to find websites relevant to their research topic (i.e. Yahooligans.com)

• Students create timeline about notable figures using information collected from websites produced by appropriate searches

• •


Section Notes:



4. Demonstrates telecommunications skills through the use of e-mail to contact peers, family, teachers, and experts. Students know how to use technology tools and resources for managing and communicating personal, professional, or educational information (e.g., managing finances, schedules, addresses, purchases, correspondence, uniform resource locators [URLs], e-mail addresses, online references, citations). Content Area Social


Arts Science


First Grade 1.3.2 1.4.1 1.6.2 1.6.5 1.1.10

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

Second Grade 2.1.8 2.1.12 2.4.3

2.1.5 2.2.3 2.2.5 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.5.6 2.7.5 2.7.9 2.7.11

Example:

• Access ‘epals.com’ and communicate with students in other states and countries after video conferencing with the students in the chosen class

•


•

5. Demonstrates multimedia production through the use of paint, draw, or graphics packages to create simple visual aids (e.g., signs, posters, banners, and charts). Students know how to work in teams to use hardware and software tools (e.g., concept-mapping software, word processor, database, spreadsheet, publishing software, Web publishing software, drawing software, puzzle development software, timeline development software, digital still and video cameras, probes, motion detectors, light detectors, digital microscopes) to support learning, research, productivity, and creativity. Content Area Social


Arts Science


K.2.2

First Grade 1.1.10 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.1.8 2.1.12 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11

2.2.5 2.4.8


o Searchable Online or Available for Download


2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/



Example:

• Using a concept mapping software (i.e. Kidspiration) create a graphic organizer to organize information on research topic (i.e. endangered animals) Use publishing software to create a poster encouraging protection of endangered animals

• Create a word search listing endangered animals using puzzlemaker.com • Import several photographs of endangered animals which were saved from online

sources • Create database of endangered animals • •


Section Notes:

6. Demonstrates spreadsheet and database skills by accessing and retrieving data. Students describe and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy of word-processing documents; formulas and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in presentation software) to enhance communication to an audience, promote productivity, and support creativity. Content Area Social


Arts Science


K.5.2

K.2.2

First Grade 1.1.10 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.1.8 2.1.12 2.4.3

2.1.5 2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.5.6 2.7.9 2.7.11 2.7.5 2.7.9 2.7.11

2.2.5 2.4.8


1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download


• Create an animal report using student created database and import sounds of the animal, then using digital and/or video camera record and compile created research reports in a class-wide video presentation

• •


Section Notes:



7. Demonstrates word-processing skills by creating documents and opening previouslyand apply common software features (e.g., spellchecker and thesaurus to ensure accuracy oand chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts incommunication to an audience, promote productivity, and support creativity. Content Area Social


Arts Science


K.5.2

K.2.2

First Grade 1.3.1 1.3.2 1.4.1 1.6.2 1.6.5 1.1.10

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.2.7 1.5.2

Second Grade 2.4.1

2.1.8 2.1.12 2.3.4 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.5.4 2.5.6 2.7.5 2.7.9 2.7.11

2.2.5 2.4.8




• Students go in and correctly edit teacher created documents using spell checker and thesaurus.

• •


Section Notes:




8. Demonstrates word-processing skills by using editing functions effectively (e.g., delete, cut and paste, and insert). Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social


Arts Science


K.6.2 K.2.2

First Grade 1.1.10 1.3.1 1.3.2 1.4.1 1.6.2 1.6.5

1.1.7 1.3.1 1.3.2 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10

1.2.7 1.5.2

Second Grade 2.4.1

2.1.8 2.1.12 2.3.4 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.6

2.2.5 2.4.8

2.7.5 2.7.9 2.7.11



• Using website(s) such as: www.latech.edu/tech/liberalarts/geography/courses/spellchecker.htm (Education World/What a font) and student will use poem to complete a number of teacher created editing tasks such as cut/copy/paste/change font color, etc...

• •


Section Notes:



http://www.latech.edu/tech/liberalarts/geography/courses/spellchecker.htm

9. Demonstrates word-processing skills by printing and saving document. Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social


Arts Science


K.6.2 K.2.2

First Grade 1.1.10 1.3.1 1.3.2 1.4.1 1.6.2 1.6.5

1.1.7 1.3.1 1.3.2 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10

1.2.7 1.5.2

Second Grade 2.4.1

2.1.8 2.1.12 2.3.4 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.4.1 2.4.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.6 2.7.9 2.7.11

2.2.5 2.4.8




• Students create a biographical paragraph, which they email to a classmate, then use peer editing to make corrections. Then document is printed out and returned with correction to original author

• •


Section Notes:




10. Demonstrates word-processing skills by using spell check at an appropriate level and demonstrating word-processing skills by typing with the correct keyboarding skills. Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Students describe how specific productivity tools support personal productivity, remediation of skill deficits, and their capacities for learning in different subjects. Content Area Social


Arts Science


K.6.2 K.2.2

First Grade 1.1.10 1.3.1 1.3.2 1.4.1 1.6.2 1.6.5

1.1.7 1.3.2 1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10

1.2.7 1.5.2

Second Grade 2.4.1

2.1.8 2.1.12 2.3.4 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.5 2.5.1 2.5.2 2.5.3

2.2.5 2.4.8

2.5.4 2.5.6 2.7.5 2.7.9 2.7.11



• As an introductory activity to the weekly spelling list, students type words in list in word processing software and use spell check to check accuracy.

• Theme oriented word list .Use teacher created database of pictures related to theme. Students use spell check and online references (Britannica.com) to correctly spell picture’s name

• •


Section Notes:



11. Demonstrates spreadsheet and database skills by organizing and analyzing data. Students describe how specific productivity tools support personal productivity, remediation of skill deficits, and their capacities for learning in different subjects. Content Area Social


Arts Science


K.2.2

First Grade 1.1.10 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.1.8 2.1.12 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7

2.2.5 2.4.8



• Using concept mapping software, create a chart recording outcome of flipping a coin (heads/tails) to apply the concept of probability.

• •




12. Demonstrates presentation skills through the use of presentations package to create well-organized, informative oral presentations with highlighted key concepts, and through the use of basic design skills to enhance visual presentation. Students know how to use technology tools and resources for managing and communicating personal, professional, or educational information (e.g., managing finances, schedules, addresses, purchases, correspondence, uniform resource locators [URLs], e-mail addresses, online references, citations). Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social


Arts Science


K.2.2

First Grade 1.1.10 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.1.8 2.1.12 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11

2.1.7 2.2.5 2.4.8




• Mock election: Select candidates to run for “President of Room 12”. Candidates create a presentation using presentation software to create a campaign slideshow. (Required use of digital camera, sound clips of their campaign slogan, etc.)

• •


Section Notes:



13. Demonstrates ability to use Internet search engines to access information by utilizing Web browser functions to locate and bookmark Internet Web sites. Students know how to use content-specific hardware and software (e.g., environmental probes, graphing calculators, exploratory environments, simulations, Web tools) to support learning, research, productivity, and creative thinking. Content Area Social


Arts Science


K.2.2

First Grade 1.1.1 1.1.3 1.1.4 1.1.5 1.1.6

1.1.10 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.3.2 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.1.8 2.1.12 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.3 2.4.4 2.5.5 2.7.5 2.7.9 2.7.11

2.1.7 2.2.5 2.3.3 2.3.6 2.4.4 2.4.8




• Students access social bookmarking and used teacher designated sites to complete teacher created scavenger hunts.

• •


Section Notes:



14. Uses packaged or online help features of software program to support product use. Students know how to use content-specific hardware and software (e.g., environmental probes, graphing calculators, exploratory environments, simulations, Web tools) to support learning, research, productivity, and creative thinking. Content Area Social


Arts Science


K.2.2

First Grade 1.1.10 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.1.8 2.1.12 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11

2.2.5 2.4.8




• Students access help index in online sites (i.e. Starfall, pbskids.com) and practice finding answers to common problems

• •


Section Notes:



15. Demonstrates ability to use Internet search engines to access information by identifying and conducting searches using Internet/intranet search engines and directories. Students know how to work collaboratively to design, develop content for, and construct a Web-based publication. Content Area Social


Arts Science


First Grade 1.1.10 1.3.1 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10

1.5.2

Second Grade 2.1.8 2.1.12 2.3.4 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11

2.4.8




• Use a software package to create a newsletter publication to send home to parents about upcoming school and classroom events.

• •


Section Notes:




16. Demonstrates word-processing skills by using the word processor to create outlines for papers and tables of contents for reports. Students describe and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy of word-processing documents; formulas and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in presentation software) to enhance communication to an audience, promote productivity, and support creativity. Content Area Social


Arts Science


K.6.2 K.2.2

First Grade 1.1.10 1.3.1 1.3.2 1.4.1 1.6.2 1.6.5

1.1.7 1.3.1 1.3.2 1.4.1 1.4.2 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10

1.2.7 1.5.2

Second Grade 2.4.1 2.1.8 2.1.12 2.3.4 2.4.3

2.2.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.6 2.7.5

2.2.5 2.4.8

2.7.9 2.7.11



• Create a timeline of past presidents with pictures, major events during their presidency and format the documents text.

• •


Section Notes:









NETS- Curriculum and Content Area Standards III. Research and Information Fluency (5) Students apply digital tools to gather, evaluate, and use information. Students:

• Plan strategies to guide inquiry • Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media. • Evaluate and select information sources and digital tools based on the

appropriateness to specific tasks. • Process data and report results.

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. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4)

-The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Find and evaluate information related to a current or historical person or event using digital resources. (3) 3. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) Description of technologies to use:

• Search engines • On line encyclopedias and almanacs • Graphic organizing software

Ways to Evaluate:

• Use flash cards created – be able to classify images • Describe- while making hypothesis of unfamiliar ideas/topics • Vocabulary for content area


Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as an Information Research Tool: The student uses technology to access, review, evaluate, and select information from multiple resources for reporting purposes. 1. Uses technology to conduct research by identifying a problem or question to be researched or resolved. Students know how to search, collect, and evaluate resources from a variety of locations online, and construct a linked list of resources (e.g., information, research, data, photos, video clips, illustrations, and graphics) to support content learning and project development.



Science

Kindergarten First Grade 1.1.1-

1.1.6 1.3.2

1.7.10 1.1.1 1.6.1

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.7.5 2.7.11 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.5 2.1.7 2.3.3 2.3.6 2.4.1 2.4.4 2.4.8



• Use different search engines such as Google, Yahoo, Yahooligans to find info; photos and data to support content area

• •


Section Notes:



2. Evaluates and selects several resources from a variety of information sources by determining known and unknown information about research problem or question. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness.



Science


1.1.6 1.3.2

1.7.10 1.1.1 1.6.1

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.5 2.1.7 2.3.3 2.3.6 2.4.1 2.4.4 2.4.8



• Student will be able to conduct a search to select and evaluate resources from a variety of search engines and Internet tools.

• •


Section Notes:



3. Uses technology to conduct research by using common electronic reference resources to access information, such as almanacs, encyclopedias, indexes, online specialized databases, and online catalogs. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.



Science


1.1.6 1.3.2

1.7.10 1.1.1 1.6.1

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.5 2.1.7 2.3.3 2.3.6 2.4.1 2.4.4 2.4.8



• Use different online resources such as: kinderpedia.com, Britannica.com, Wikipedia.com, worldalmanacforkids.com

• •


Section Notes:



4. Evaluates and selects several resources from a variety of information sources by reviewing print, non print, video, electronic, and human resources for supporting and differing perspectives. Students know how to select information and technological resources based on the appropriateness and efficiency for completing tasks, providing the desired information, or addressing the identified objectives.



Science


1.1.6 1.3.2

1.7.10 1.1.1 1.6.1

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.5 2.1.7 2.3.3 2.3.6 2.4.1 2.4.4 2.4.8



• Learn how to use the online library card catalog for the school and public library. • •


Section Notes:



5. Evaluates and selects several resources from a variety of information sources by reviewing each author’s credentials and validates the accuracy of information. Students know how to identify and implement procedures for designing, creating, and populating a database; and, in performing queries, to process data and report results relevant to an assigned hypothesis or research question.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Enter information into a spreadsheet and use the Autofilter to retrieve needed information.

• Use the Internet to validate information sources by finding more than one site with the same information.

• •


Section Notes:



6. Evaluates and selects several resources from a variety of information sources by gathering information and applying it to solve the problem or question. Students know how to select and use information and communication technology tools and resources to collect and analyze information and report results on an assigned hypothesis or research question.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Use video conferencing to communicate with a zoologist or other expert in a chosen field

• •


Section Notes:



7. Evaluates and selects several resources from a variety of information sources by adapting information for presentation to audience. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Have students create a single page presentation based on information provided to the students through a teacher led demonstration ( Power Point)

• •


Section Notes:



8. Uses technology to conduct searches by using Boolean operators independently or with guidance to locate information. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Students will understand the basic functions of searching such as typing in keywords correctly and the importance of using a search engine correctly

• •


Section Notes:



9. Uses technology to conduct searches by using sophisticated reference tools, such as biographical dictionaries and thesauruses in print and electronic formats. Students know how to select and use information and communication technology tools and resources to collect and analyze information and report results on an assigned hypothesis or research question.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Teach students how to use online dictionaries and the thesaurus. • •


Section Notes:



10. Evaluates and selects several resources from a variety of information sources by determining each author’s bias or point of view. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Teach students how to find magazine and newspaper articles on the Internet to use for research and projects

• •


Section Notes:



11. Evaluates and selects several resources from a variety of information sources by using new information, and integrates it with prior knowledge. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Use graphic organizing software (Kidspiration) to create a KWL on desired topic. • •


Section Notes:



12. Accesses and analyzes data for use in reporting results by using databases to locate entries, edit data, and enter data. Students know how to create, edit, and modify a database report and identify trends reflecting analysis of the data.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Use an Internet data base to find information such as library card catalog or informational site

• •


Section Notes:



13. Accesses and analyzes data for use in reporting results by creating reports using database information. Students know how to select and use technology tools to efficiently analyze and display data.



Science


1.1.6 1.3.2

1.7.10

Second Grade 2.3.5 2.3.7 2.4.4 2.5.3

2.2.7 2.4.3 2.4.4 2.5.5 2.7.9 2.7.11

2.1.7 2.3.3 2.3.6 2.4.4 2.4.8



• Use previous information gathered to create a chart or graph on the topic • •


Section Notes:









NETS- Curriculum and Content Area Standards IV. Critical Thinking, Problem-Solving & Decision-Making (6,3) 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:

• Identify and define authentic problems and make significant questions for investigation.

• Plan and manage activities to develop a solution or complete a project. • Collect and analyze data to identify solutions and/or make informed decisions. • Use multiple processes and diverse perspectives to explore alternative solutions.

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. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4)

-The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) 3. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) Description of technologies to use:

• Graphic organizing software • Search engines

Ways to Evaluate:

• Performance assessment • Peer evaluation


Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as a Problem-Solving and Data-Driven Decision-Making Tool: The student uses technology to develop strategies for solving problems 1. Uses technology to solve problems and make informed decisions. Students identify two or more types of information and communication technology tools or resources that can be used for informing and solving a specific problem and presenting results, or for identifying and presenting an informed rationale for a decision.



Science


Second Grade -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html

o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Student will use research from Internet based tools and communication tools to gather

information • •


Section Notes:



2. Uses technology-based, data-driven, decision-support charting software tools to analyze a problem from different perspectives. Students develop strategies for use of data analysis, models, and simulations to make specific decisions regarding a course of action for solving real-world problems.



Science

Kindergarten K.3.1 First Grade 1.1.10 1.5.2

Second Grade 2.1.12 2.2.7 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html

o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use Kidspiration or graphic organizing software to create a compare and contrast of

pros/cons to help inform an audience on real world problems • •


Section Notes:



3. Uses technology-based, data-driven, decision support tools to review the outcome of a problem scenario over time. Almanacs, encyclopedias, indexes, online specialized databases, and online catalogs. Students know how to apply formulas, functions, and “what if” statements in spreadsheets and graphs or charts to analyze and interpret data for content assignments.



Science

Kindergarten K.3.1 First Grade 1.1.10 1.5.2



2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use graphic organizing software to create animal life cycle chart • •


Section Notes:









NETS- Curriculum and Content Area Standards V. Digital Citizenship (2) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

• Advocate and practice safe, legal, and responsible use of the information and technology.

• Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

• Demonstrate personal responsibility for lifetime learning. • Exhibit leadership for digital citizenship.

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. Demonstrate the safe and cooperative use of technology. (5)

-The Number in Parenthesis are the other NETS Standards that are met with the example-

Description of technologies to use: • Internet • Graphic organizing software • iSafe Materials and Resources

Ways to Evaluate:

• Questioning • Discussion


Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Social and Ethical Issues of Technology: The student understands the social, legal, and ethical issues related to technology use. The student practices responsible use of hardware, software, and data and positively interacts with technology independently and in collaboration with others. 1. Practices respectful and responsible use of technology through abiding by the school technology and Internet use policy. Students identify and discuss terms and concepts associated with safe, effective, and efficient use of the Internet and telecommunications resources (e.g., password, firewall, spam, security, fair use, acceptable use policy [AUP], Internet use policy [IUP], release form) and recognize strategies that demonstrate ethical, legal, and socially responsible use of technology and electronic resources.



Science


Second Grade 2.5.4 -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html


• Discuss with the students proper usage of the Internet and provide students with Internet terminology

• •


Section Notes:



2. Demonstrates an understanding of plagiarism and fair use, and respects copyright laws of information producers, such as authors and artists. Students discuss issues related to acceptable and responsible use of information and communication technology (e.g., privacy, security, copyright, file sharing, plagiarism), analyze the consequences and costs of unethical use of information and computer technology (e.g., hacking, spamming, consumer fraud, virus setting, intrusion), and identify methods for addressing these risks.



Science




• Develop an understanding of what is right and wrong pertaining to the use of technology. Make a list of do’s and don’ts for ethical use

• •


Section Notes:



3. Demonstrates an understanding of the interaction and interdependence between humans and technology. Students identify how they currently use technology and predict how they may use and benefit from its use in their future.



Science




• Discuss with the students the benefit of technology use. How was it before? How have things changed? How are things easier? How will it help them in the future

• •


Section Notes:



4. Understands how changes in technology affect the workplace and society. Students recognize, discuss, and visually represent current changes in information technologies and the effect those changes have on the workplace and society. Students identify capabilities and limitations of contemporary and emerging technology resources.



Science




• Research jobs using the Internet. Find information on how that job was performed without technology. Compare it to how technology has changed it and/or made it easier.

o For example: Discuss the changes in farming before and after technology • •


Section Notes:









NETS- Curriculum and Content Area Standards VI. Technology Operations and Concepts (1,3) Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

• Understand and use technology systems. • Select and use applications effectively and productively. • Troubleshoot systems and applications. • Transfer current knowledge to learning of new technologies.

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

-The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Communicate about technology using developmentally appropriate and accurate terminology. (6) 3. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

Description of technologies to use: • Keyboarding software • Internet • Calculators

Ways to Evaluate:

• Questioning • Performance Rubrics • Observations • Vocabulary for content area


Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology Operation Skills: The student is able to use hardware and software components, The student understands the difference between input and output devices 1. Uses hardware and peripherals (input and output devices) to support content

area learning including the use of touch screens and simple voice-recognition systems. Students know how to connect and use a wide variety of input and output devices and common peripherals (e.g., scanners, digital probes, digital cameras, and video projectors), and how to access networked resources.

Content Area Social


Arts Science


K.2.2

First Grade 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2

1.5.1-1.5.5 1.7.10


2.2.3 2.2.5 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11

2.2.5 2.2.8



• Discuss terminology connected peripherals. Help students understand the differences between hardware and software

• •




2. Demonstrates effective keyboarding techniques. Students know how to use proper

keyboarding posture, hand and finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in computer operation.

Content Area Social


Arts Science


K.2.2

First Grade 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2

1.5.1-1.5.5 1.7.10


2.2.3 2.2.5 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11

2.2.5 2.4.8



• Student will use keyboarding software such as Type to Learn Jr to establish proper keyboarding skills

• •


Section Notes:



3. Connects to the Internet using school network/modem and browser. Students

know how to apply search engines, word processors, databases, spreadsheets, timelines, charts or graphs, communications, surveys, and other technology-based research and analysis tools to organize, synthesize, interpret, and communicate results from data collected regarding technological advances over time and the effects of the changes on occupations in business, industry, education, and other areas.

Content Area Social


Arts Science


K.2.2

First Grade 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2

1.5.1-1.5.5 1.7.10


2.2.3 2.2.5 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11

2.2.5 2.4.8



• Student will use the Internet to access information that is relevant to classroom instruction and activities

• •


Section Notes:



4. Uses a graphing algebraic calculator to support graphing and/or arithmetic and

algebraic functions. Students know how to evaluate, select, and use appropriate technology tools and information resources to plan, design, develop, and communicate content information, appropriately addressing the target audience and providing accurate citations for sources. Students know how to select and use technology tools efficiently and effectively to collect, analyze, and display data for class assignments, projects, and presentations.

Content Area Social


Arts Science

Kindergarten K.1.1

K.1.9 K.3.2

K.1.1 K.1.9 K.3.2

First Grade 1.3.2 1.4.1 1.6.2 1.6.5

1.3.1 1.4.1 1.4.2

1.5.1-1.5.5 1.7.10

1.3.2 1.4.1 1.6.2 1.6.5

2.1.8 2.4.3

2.2.3 2.2.5 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11

2.1.8 2.4.3



• Students will use a calculator to solve basic arithmetic problems. Use a calculator to assist in basic math conversions

• •


Section Notes:










General Notes:



General Notes:



General Notes:


Appendices I. 21ST CENTURY STUDENT OUTCOMES: The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.

1. Core Subjects and 21st Century Themes o Learning and Innovation Skills o Creativity and Innovation Skills o Critical Thinking and Problem Solving Skills o Communication and Collaboration Skills

2. Information, Media and Technology Skills o Information Literacy o Media Literacy o ICT Literacy

3. Life and Career Skills o Flexibility & Adaptability o Initiative & Self-Direction o Social & Cross-Cultural Skills o Productivity & Accountability o Leadership & Responsibility

The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education.


< http://www.21stcenturyskills.org/ >

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120










http://www.21stcenturyskills.org/

Team Members Administrative Office

Mr. Thomas Nonte

Mr. Tom Nonte is a K-12 Education Curriculum Specialist with 35 years of combined experience as a faculty member, principal, and senior administrator. Strengths include

budget development within state and federal grants, curriculum and instruction, assessment, wage and salary administration, and employee management.

Mr. Ande Warren

Mr. Ande Warren had been with Indiana State University in the College of Education working with the Preparing Tomorrow’s Teacher’s to Use Technology grant and is

currently the Director of Information Systems with Vincennes Community Schools. He is the only candidate in the state to have been awarded a Graduate Certificate in the

Advanced Study of Technology Leadership in Education (CASTLE) from the University of Minnesota. He also holds a Master’s from ISU in Educational Media, with a focus as a

Technology Coordinator, along with several computer and training certifications including: MCP 2.0, Net+, A+, Project+, and is a Master Instructor, Intel Teach to the

Future.

Academic Year 2007-2008 Building Administrator

Eric Goggins

Mr. Eric Goggins is the current principal at Washington Elementary School. He has three years of teaching experience at the elementary school level. He holds a Master of Arts

degree in elementary education from Oakland City University.

Grade Level Faculty

Ann Donovan Mrs. Ann Donovan earned a Bachelor of Science from the University of Southern Indiana

and her Master’s Degree from Indiana State University. She has been a teacher in the Vincennes Community School Corporation at both Riley Elementary and Washington

Elementary for the last 20 years.

Carolyn Stevenson Mrs. Carolyn Stevenson is completing her 16th year teaching at the elementary level. Most of her experience has been with second grade but has also taught first and fifth

grades. Before returning to school to complete her degree she was an aide in a first grade classroom.



Mollie Ravellette

Mrs. Mollie Ravellette, teacher at Vigo Elementary, has taught Title 1 Math for 4 years and the other 6 years have been in the regular elementary classroom. The 10 years she

has taught have been in the 1st, 2nd, and 3rd grades.

Molly Battles Mrs. Molly Battles has been teaching at Franklin elementary for 4 years where she has taught three years of third grade and one year of second. Her degrees are from Indiana

University, 2004, with a Bachelor’s degree in Elementary Education and a Master’s degree in Education from Indiana Wesleyan, 2007.


Building Administrator

Tim Hutchison Mr. Tim Hutchison started his career as an educator at Washington High School for 14

years and taught Computer Applications, Keyboarding, Lotus, Word Perfect, Marketing, Business Law, Business Management. He earned his administrative license and become the Clark Middle School Assistant Principal for seven years and then moved to a local elementary building to become the Principal. He is currently working at Clark Middle

School teaching a Business course.

Grade Level Faculty

Jerri Johanningsmeier Mrs. Jerri Johanningsmeier has been an elementary classroom teacher with Vincennes for

34 years. She has attended computer/ technology workshop classes in sequence to updates in computer technology to support classroom instruction with students. Jerri uses

technology everyday in classroom activities and instruction. She is also the building facilitator with Gifted/Talented students, Math Bowl and Spell Bowl and has tutored in

Jump Start programs and after school instruction.

Susan Marchino Mrs. Susan Marchino, currently Principal at Riley Elementary, has 15 years of teaching experience. Her experience was in either the second or third grade at Vigo Elementary, as she was part of the ‘looping’ concept for several years. She has a Master’s degree in

Education from Indiana Wesleyan and finished her administrative coursework at Oakland City University.