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Grades K-3 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.
| 1.1.1 |
Solves basic problems
encountered during regular use of the computer
and software. |
| 1.1.2 |
Interprets basic system error messages. |
| 1.1.3 |
Describes and implements basic
troubleshooting techniques for multimedia
computer systems with related peripheral
devices/cords and power. |
| 1.2.1 |
Starts and shuts down
computer system. |
| 1.2.2 |
Demonstrates appropriate keyboarding
skills. |
| 1.2.3 |
Demonstrates proper posture, finger
placement and keyboarding techniques. |
| 1.2.4 |
Assumes appropriate posture for safe,
comfortable use. |
| 1.2.5 |
Demonstrates proper care and handling
of a computer system. |
| 1.2.6 |
Demonstrates proficient mouse skills,
i.e.. point, click and drag. |
| 1.2.7 |
Uses input devices to navigate graphic
interface (i.e., interactive books on CD-ROM). |
| 1.2.8 |
Uses a calculator and other specific
devices. |
| 1.2.9 |
Identifies and independently uses
computer hardware and software for class and
personal use. |
| 1.2.10 |
Uses imaging devices such as scanners,
digital cameras, and/or video cameras with
computer systems and software |
| 1.2.11 |
Uses menu and keyboard commands to
create and edit documents. |
| 1.3.1 |
Demonstrates proficient
file management skills associated with opening,
closing, saving, and deleting files. |
| 1.3.2 |
Recognizes different types of fonts,
with corresponding sizes. |
| 1.3.3 |
Manages multiple active applications. |
| 1.3.4 |
Understands finder hierarchy within a
document, desktop, or hard drive. |
| 1.3.5 |
Organizes, labels, and maintains
documents and folders/directories. |
| 1.4.1 |
Starts and quits an
application software program. |
| 1.4.2 |
Uses commercial software in various
content areas at a developmentally-appropriate
level. |
| 1.4.3 |
Uses a graphic program to illustrate
concepts at a developmentally-appropriate level. |
| 1.4.4 |
Uses a word processor to compose, edit,
save, and print text. |
| 1.4.5 |
Uses simple drawing/publishing software
to express and/or present individual as well as
group ideas. |
| 1.4.6 |
Uses a prepared database to enter and
edit data. |
| 1.4.7 |
Uses graphic tools to create single
frame presentations. |
| 1.4.8 |
Revises word processed text to be
simple desktop published document. |
| 1.4.9 |
Uses productivity tools for designing
and creating multimedia presentations. |
| 1.4.10 |
Creates, Edits, and Publishes an HTML
document, using an editor. |
| 1.4.11 |
Identifies terms and functions
associated with spreadsheet applications. |
| 1.4.12 |
Uses a word processing program to publish a
report that contains centering, tabs, and more
than one paragraph. |
| 1.5.1 |
Accesses World Wide Web and
uses bookmarks. |
| 1.6.1 |
Identifies the physical
components of a computer as input, output or
processing devices. |
| 1.6.2 |
Recognizes and uses terminology related
to computers and technology appropriately in
written and oral communication. |
| 1.6.3 |
Identifies and uses terms related to
data communications (modem, upload, download,
e-mail). |
| 1.6.4 |
Knows the basic components of a
computer (hard drive, CD -ROM, floppy drive,
keyboard, mouse, monitor, CPU). |
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.
| 2.1.1 |
Identifies and uses
functions associated with e-mail. |
| 2.1.2 |
Compares the process of sending and
receiving messages: electronically vs.
non-electronically (e.g. e-mail vs. US mail,
electronic bulletin board vs. classroom bulletin
board). |
| 2.1.3 |
Uses functions associated with e-mail
to communicate ideas with others. |
| 2.2.1 |
Accesses the World Wide Web
independently using web browsers, search engines
and favorites/bookmarks. |
| 2.2.2 |
Uses Internet resources to document
work, conduct on-line research, and link to other
sources. |
| 2.2.3 |
Uses telecommunications to access
remote, personal, and academic information and to
communicate globally. |
| 2.3.1 |
Uses computer based
simulations to explore hypotheses. |
| 2.3.2 |
Participates in critical analysis of
information gathered from multiple resources and
then presents findings in a coherent and
organized fashion. |
| 2.3.3 |
Explores the credibility of information
obtained through a variety of technology
resources. |
| 2.4.1 |
Uses telecommunications and
network systems to participate in cooperative
projects and problem-solving activities. |
| 2.4.2 |
Uses technology tools, software, and
on-line resources to gather, evaluate, organize,
and convey information pertinent to academic and
personal interests. |
| 2.5.5 |
Develops and illustrates
thoughts, ideas, stories, and problems using
technology. |
| 2.5.6 |
Uses appropriate technology tools to
present and share projects both in the classroom
and beyond. |
| 2.5.7 |
Creates and edits a video to
communicate information. |
| 2.5.9 |
Participates in development of a World
Wide Web page based on class research project. |
3.0 Social, Ethical, and Human
Issues
Social Issues | Ethical Use | Human Concerns
| 3.1.1 |
Works cooperatively when
using technology |
| 3.1.2 |
Takes turns using the computer. |
| 3.1.3 |
Identifies the role of technology and
the necessary skills in a variety of careers. |
| 3.1.4 |
Contributes to end project, total group
effort; values everyone's contributions and
ideas. |
| 3.1.6 |
Identifies uses of technology in the
community. |
| 3.1.7 |
Identifies ways that telecomputing
promotes a global community. |
| 3.2.1 |
Respects the privacy of
others. |
| 3.2.2 |
Demonstrates respect for the computer
work of others. |
| 3.2.3 |
States that violation of copyright law
is a crime. |
| 3.2.4 |
Models ethical behavior and acceptable
practice in use of technology and technological
resources. |
| 3.3.1 |
Identifies computers as
tools for accessing current information. |
| 3.3.2 |
Identifies the computer as a machine
that helps people work and plan. |
| 3.3.3 |
Identifies uses of technology at home
and at school. |
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