|
Grades 4-6 Student
Frameworks
1.0 Basic Operations and Concepts
Troubleshooting/Maintenance | Human-Computer Interaction | Operating the Computer
| Productivity
Tools | Networking | Computer Knowledge
There is a basic framework of concepts and skills
essential for effectively using technology tools and
resources. These concepts and operational skills provide
a foundation for use of technology to support learning
throughout the curriculum. Students have a sound
understanding of the operation of technology systems,
terminology, basic concepts, limitations and uses of
technology, connectivity and compatibility concepts, and
an awareness of adaptive/assistive technologies. Students
develop attitudes toward technology use which support
life-long learning, collaboration, personal pursuits, and
productivity.
| 1.1.4 |
Performs simple
troubleshooting and preventative maintenance
procedures. |
| 1.1.5 |
Performs troubleshooting tasks:
diagnoses basic problems (power supply, off
line/on line, application errors, I/O errors),
uses a disinfectant program, uses utility
programs, allocates memory, rebuilds desktop,
uses virus protection software. |
| 1.2.12 |
Manages installation of
software and basic cabling skills. |
| 1.2.13 |
Operates a multimedia computer system
with related peripheral devices to successfully
install and use a variety of software. |
| 1.2.14 |
Demonstrates willingness to be
self-reliant using technology tools. |
| 1.2.15 |
Starts up a variety of different
computers. |
| 1.2.16 |
Touch types at least 25 w.p.m |
| 1.3.6 |
Uses the Find command to
perform searches. |
| 1.3.7 |
Demonstrates proficient file management
skills associated with opening, closing, saving,
deleting, formatting, copying, transferring, and
downloading. |
| 1.3.8 |
Converts files from one format to
another. |
| 1.3.9 |
Understands the role that system
software plays in computing. |
| 1.3.10 |
Understands operating system. |
| 1.4.13 |
Inserts graphics from a
program within the application, from another
program, from a CD-ROM, from a file server, or
from the Internet. |
| 1.4.14 |
Integrates word processing,
spreadsheet, and database applications to prepare
and present information in a variety of formats. |
| 1.4.15 |
Uses various commercial software
applications for different content areas. |
| 1.4.16 |
Uses a database to search for desired
information: given one criterion and given two
criteria (using "and" or "or"
connectors where necessary. |
| 1.4.17 |
Uses sorting and searching techniques
to solve specific problems in databases. |
| 1.4.18 |
Performs file compression, transfer,
and expansion for sharing and accessing
information. |
| 1.5.2 |
Understands basic networking and
accesses file server and other network resources. |
| 1.5.3 |
Transfer files, share files, prints
across the network, uploads and downloads files
over a network. |
| 1.6.5 |
Identifies terms and
functions associated with database management. |
| 1.6.6 |
Identifies terms related to computer
generated productions (desktop publishing, clip
art, hypertext, multimedia, laser disc, CD- ROM,
VCR, scanners, etc.) |
| 1.6.7 |
Understands and applies the distinction
between data storage and operating memory (RAM). |
| 1.6.8 |
Recognizes file compression and expansion
terms associated with related suffixes and
applications needed for file transfer. |
| 1.6.9 |
Understands and identifies the various
computer hardware and peripherals and the roles
they play. |
2.0 Tools for Communication and
Research
Electronic Mail | Internet | Research | Network | Presentation/Multimedia
As students progress through school, they continuously
improve their abilities to combine and match technology
tools and resources to meet the learning challenges they
encounter. Students apply effective strategies to assess
the credibility of information sources and to resolve
conflicting information. Students obtain information from
a variety of sources and media. Topics in this domain
include traditional and emerging research skills, remote
information resources, networking, resolving information
conflict, critically consuming information, and using
intelligent agents and sophisticated search techniques to
support research, problem-solving and decision-making.
| 2.2.4 |
Uses on-line and
distributed education resources to support
learning. |
| 2.2.5 |
Demonstrates proficiency at accessing
on-line resources. |
| 2.2.6 |
Accesses a variety of on-line
information resources. |
| 2.2.7 |
Uses Internet resources to document
work, conduct on-line research, and to link to
other sources. |
| 2.3.4 |
Conducts research, and then
presents the data in appropriate form. |
| 2.3.5 |
Creates a word processed document
explaining the process of their research and a
discussion of their results. |
| 2.3.6 |
Selects appropriate computing resources
and conducts research, e.g. CD Encyclopedia or
on-line resources. |
| 2.3.7 |
Is a critical consumer of technology
information resources. |
| 2.3.8 |
Uses Boolean logic (logical operators)
and keyword searching to access a wider range of
information sources. |
| 2.5.1 |
Creates a database: creates
a variety of field types, performs searches,
designs a variety of layouts. |
| 2.5.2 |
Creates a spreadsheet: enters formulas,
edits cells, creates various types of charts. |
| 2.5.3 |
Incorporates Audio/Video files
(QuickTime movies, MIDI) in multimedia
presentations. |
| 2.5.4 |
Creates basic video productions (with
inanimate objects). |
| 2.5.8 |
Uses hyperlinked multimedia tools to
design and publish or present group projects. |
| 2.5.10 |
Illustrates and explains results of
investigations using multimedia, Web development,
hypermedia, or graphing tools and software. |
| 2.5.11 |
Selects and applies appropriate
multimedia tools, including the Web to
independently research, publish, and support
learning. |
| 2.5.12 |
Creates and displays presentations to
support a persuasive speech. |
| 2.5.13 |
Selects appropriate telecommunications
tools and resources to complete a class project. |
| 2.5.15 |
Selects productivity tools appropriate
for creating an interactive presentation to
communicate ideas and research. |
| 2.5.16 |
Selects and uses appropriate technology
tools to organize and report findings in multiple
forms. |
3.0 Social, Ethical, and Human
Issues
Social Issues | Ethical Use | Human Concerns
| 3.1.5 |
Analyzes and discusses the
future impact and trends of technology in the
home, work, society, entertainment, and school. |
| 3.1.8 |
Identifies examples and analyzes the
societal impact of advanced and emerging
technologies. |
| 3.1.9 |
Interprets computer advertising to make
good consumer decisions. |
| 3.2.5 |
States the need for
protection of software and hardware from computer
viruses. |
| 3.2.6 |
Understands the need for protection of
software and hardware from vandalism. |
| 3.2.7 |
Identifies, as intellectual property,
work created using a computer. |
| 3.2.8 |
Describes the right of an individual to
ownership of his/her created computer work. |
| 3.2.9 |
Understands and models ethics relating
to copyright laws. |
| 3.2.10 |
Explains that the copyright law
protects what a person or a company has created
and placed on a diskette. |
| 3.2.11 |
Identifies examples of copyright law
violations and possible penalties. |
| 3.2.12 |
Discriminates between types of data as
to which are public and private. |
| 3.2.13 |
Demonstrates knowledge of safe and
ethical procedures related to sharing personal
information. |
| 3.2.14 |
Participates in ethical situations,
experiences (e.g., role playing, elimination of
jobs, intellectual property, case studies). |
| 3.2.15 |
Acknowledges sources of information and
awareness of legal/ethical issues. |
| 3.3.4 |
Identifies the ways in
which technology has influenced and changed the
lives of people in the United States. |
|