Technology (Information Technology) Benchmarks

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1 Technology (Information Technology) Benchmarks Kindergarten A. With teacher support, demonstrate knowledge of ergonomics and electrical safety when using computers. B. With teacher support, explain that a password helps protect the privacy of information. C. With teacher support, use various age- appropriate technologies to locate, collect, and organize information. D. With teacher support, review teacher- selected Internet resources and explain why each resource is or is not useful. E. With teacher support, use age- appropriate technologies (e.g., a simple graphing application) to gather and analyze data. F. With teacher support, use a variety of age- appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas. G. With teacher support, demonstrate beginning steps in using available hardware and applications (e.g., turn on a computer, launch a program, use a pointing device such as a mouse). H. With teacher support, explain that icons (e.g., trash, folder) are symbols used to signify a command, file, or application. I. With teacher support, identify, locate, and use letters, numbers, and special keys (e.g., space bar, shift, delete) on the keyboard. J. With teacher support, utilize the functions of basic file menu commands (e.g., New, Open, Close, Save, Print). K. With teacher support, use an application to write/draw, edit, print, and save simple assignments. L. With teacher support, insert and size a graphic in a word/image processing document. M. With teacher support, explain that computers can store and organize N. the purpose of a media message (to inform, persuade, or entertain). O. With teacher support, describe how people use many types of technologies in their daily lives. P. With teacher support, follow the school rules for safe and ethical Internet use. Grade 1 A. With minimal teacher support, demonstrate beginning steps in using available hardware and applications (e.g., turn on a computer, launch a program, use a pointing device such as a mouse).

2 B. With minimal teacher support, explain that icons (e.g., trash, folder) are symbols used to signify a command, file, or application. C. With minimal teacher support, identify, locate, and use letters, numbers, and special keys (e.g., space bar, shift, delete) on the keyboard. D. With minimal teacher support, utilize the functions of basic file menu commands (e.g., New, Open, Close, Save, Print). E. With minimal teacher support, use an application to write/draw, edit, print, and save simple assignments. F. With minimal teacher support, insert and size a graphic in a word/image processing document. G. With minimal teacher support, explain that computers can store and organize information so that it can be searched. H. With minimal teacher support, use a simple computer graphing application to display data. I. With minimal teacher support, explain that the Internet links computers around the world, allowing people to access information and communicate. J. With minimal teacher support, demonstrate the ability to use tools in painting and/or drawing programs. K. With minimal teacher support, follow classroom rules for the responsible use of computers, peripheral devices, and resources. L. With minimal teacher support, explain the importance of giving credit to media creators when using their work in student projects. M. With minimal teacher support, explain why there are rules for using technology at home and at school. N. With minimal teacher support, identify the purpose of a media message (to inform, persuade, or entertain). O. With minimal teacher support, describe how people use many types of technologies in their daily lives. P. With minimal teacher support, follow the school rules for safe and ethical Internet use. Q. With minimal teacher support, demonstrate knowledge of ergonomics and electrical safety when using computers. R. With minimal teacher support, explain that a password helps protect the privacy of information. S. With minimal teacher support, use various age- appropriate technologies to locate, collect, and organize information. T. With minimal teacher support, review teacher- selected Internet resources and explain why each resource is or is not useful. U. With minimal teacher support, use age- appropriate technologies (e.g., a simple graphing application) to gather and analyze data. V. With minimal teacher support, use a variety of age- appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas.

3 Grade 2 A. With minimal teacher support, demonstrate beginning steps in using available hardware and applications (e.g., turn on a computer, launch a program, use a pointing device such as a mouse). B. Independently, explain that icons (e.g., trash, folder) are symbols used to signify a command, file, or application. C. Independently, identify, locate, and use letters, numbers, and special keys (e.g., space bar, shift, delete) on the keyboard. D. Independently, utilize the functions of basic file menu commands (e.g., New, Open, Close, Save, Print). E. Independently, use an application to write/draw, edit, print, and save simple assignments. F. Independently, insert and size a graphic in a word/image processing document. G. Independently, explain that computers can store and organize information so that it can be searched. H. Independently, use a simple computer graphing application to display data. I. Independently, explain that the Internet links computers around the world, allowing people to access information and communicate. J. Independently, demonstrate the ability to use tools in painting and/or drawing programs. K. Independently, follow classroom rules for the responsible use of computers, peripheral devices, and resources. L. Independently, explain the importance of giving credit to media creators when using their work in student projects. M. Independently, explain why there are rules for using technology at home and at school. N. Independently, identify the purpose of a media message (to inform, persuade, or entertain). O. Independently, describe how people use many types of technologies in their daily lives. P. Independently, follow the school rules for safe and ethical Internet use. Q. Independently, demonstrate knowledge of ergonomics and electrical safety when using computers. R. Independently, explain that a password helps protect the privacy of information. S. Independently, use various age- appropriate technologies to locate, collect, and organize information. T. Independently, review teacher- selected Internet resources and explain why each resource is or is not useful. U. Independently, use age- appropriate technologies (e.g., a simple graphing application) to gather and analyze data. V. Independently, use a variety of age- appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas. Grade 3

4 A. With teacher support, demonstrate basic steps in using available hardware and applications (e.g., log into a computer, connect/disconnect peripherals, upload files from peripherals). B. With teacher support, select a printer, use print preview, and print a document with the appropriate page setup and orientation. C. With teacher support, use various operating system features (e.g., open more than one application/program, work with menus, use the dock). D. With teacher support, demonstrate intermediate keyboarding skills and proper keyboarding techniques. E. With teacher support, use menu/tool bar functions in a word processing program (i.e., font size/style, line spacing, margins) to format, edit, and print a document. F. With teacher support, copy and paste text and images within a document, as well as from one document to another. G. With teacher support, proofread and edit writing using appropriate resources (e.g., dictionary, spell- checker, grammar resources). H. With teacher support, define the term database and provide examples from everyday life (e.g., library catalogues, school records, telephone directories). I. With teacher support, define terms related to databases, such as record, field, and search. J. With teacher support, do simple searches of existing databases (e.g., online library catalog, electronic encyclopedia) K. With teacher support, identify and explain terms and concepts related to spreadsheets (i.e., cell, column, row, values, labels, chart, graph). L. With teacher support, enter/edit data in spreadsheets and perform calculations using simple formulas (+, -, *, /), observing the changes that occur. M. With teacher support, explain and use age- appropriate online tools and resources (e.g., tutorial, assessment, Web browser) N. With teacher support, save, retrieve, and delete electronic files on a hard drive or school network using terms related to the use of networks (e.g., username, password, network, file server). O. With teacher support, identify and use terms related to the Internet (e.g., Web browser, URL, keyword, World Wide Web, search engine, links) P. With teacher support, use age- appropriate Internet- based search engines to locate and extract information, selecting appropriate key words.

5 Q. With teacher support, create, edit, and format text, import graphics on a series of slides and organize them to present research or convey an idea. R. With teacher support, use painting and drawing or music applications to create and edit work. S. With teacher support, explain and demonstrate compliance with school rules (Acceptable Use Policy) regarding responsible use of computers and networks. T. With teacher support, explain responsible uses of technology and digital information; describe possible consequences of inappropriate use. U. With teacher support, explain Fair Use Guidelines for the use of copyrighted materials (e.g., text, images, music, video) in student projects. V. With teacher support, identify ways in which technology is used in the workplace and in society. W. With teacher support, work collaboratively online with other students under teacher supervision. X. With teacher support, analyze media messages and determine if their purpose is to inform, persuade, or entertain. Y. With teacher support, explain that some Web sites and search engines may include sponsored commercial links. Z. With teacher support, recognize and describe the potential risks and dangers associated with various forms of online communications. AA. With teacher support, identify and explain the strategies used for the safe and efficient use of computers (e.g., passwords, virus protection software, spam filters, popup blockers). BB. With teacher support, demonstrate safe e- mail practices, recognition of the potentially public exposure of e- mail and appropriate e- mail etiquette. CC. With teacher support, identify cyber bullying and describe strategies to deal with such a situation DD. With teacher support, demonstrate ergonomically sound and safe use of equipment. EE. With teacher support, locate, download, and organize content from digital media collections for specific purposes, citing sources. FF. With teacher support, perform basic searches on databases (e.g., library card catalogue, encyclopedia) to locate information, using two or more key words and techniques to refine and limit such searches. GG. With teacher support, evaluate Internet resources in terms of their usefulness for research. HH. With teacher support, use content- specific technology tools (e.g., environmental probes, sensors, measuring devices, simulations) to gather and analyze data.

6 II. With teacher support, use online tools (e.g., e- mail, online discussion forums, blogs, and wikis) to gather and share information collaboratively with other students, if the district allows it. JJ. With teacher support, with teacher direction, use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. KK. With teacher support, use spreadsheets and other applications to make predictions, solve problems, and draw conclusions. LL. With teacher support, create projects that use text and various forms of graphics, audio, and video (with proper citations) to communicate ideas. MM. With teacher support, use teacher- developed guidelines to evaluate multimedia presentations for organization, content, design, presentation, and appropriate use of citations. NN. With teacher support, communicate with other students and other classes using appropriate technology, including e- mail. Grade 4 A. With minimal teacher support, demonstrate basic steps in using available hardware and applications (e.g., log into a computer, connect/disconnect peripherals, upload files from peripherals). B. With minimal teacher support, select a printer, use print preview, and print a document with the appropriate page setup and orientation. C. With minimal teacher support, use various operating system features (e.g., open more than one application/program, work with menus, use the dock). D. With minimal teacher support, demonstrate intermediate keyboarding skills and proper keyboarding techniques. E. With minimal teacher support, use menu/tool bar functions in a word processing program (i.e., font size/style, line spacing, margins) to format, edit, and print a document. F. With minimal teacher support, copy and paste text and images within a document, as well as from one document to another. G. With minimal teacher support, proofread and edit writing using appropriate resources (e.g., dictionary, spell- checker, grammar resources). H. With minimal teacher support, define the term database and provide examples from everyday life (e.g., library catalogues, school records, telephone directories). I. With minimal teacher support, define terms related to databases, such as record, field, and search.

7 J. With minimal teacher support, do simple searches of existing databases (e.g., online library catalog, electronic encyclopedia) K. With minimal teacher support, identify and explain terms and concepts related to spreadsheets (i.e., cell, column, row, values, labels, chart, graph). L. With minimal teacher support, enter/edit data in spreadsheets and perform calculations using simple formulas (+, -, *, /), observing the changes that occur. M. With minimal teacher support, explain and use age- appropriate online tools and resources (e.g., tutorial, assessment, Web browser) N. With minimal teacher support, save, retrieve, and delete electronic files on a hard drive or school network using terms related to the use of networks (e.g., username, password, network, file server). O. With minimal teacher support, identify and use terms related to the Internet (e.g., Web browser, URL, keyword, World Wide Web, search engine, links) P. With minimal teacher support, use age- appropriate Internet- based search engines to locate and extract information, selecting appropriate key words. Q. With minimal teacher support, create, edit, and format text, import graphics on a series of slides and organize them to present research or convey an idea. R. With minimal teacher support, use painting and drawing or music applications to create and edit work. S. With minimal teacher support, explain and demonstrate compliance with school rules (Acceptable Use Policy) regarding responsible use of computers and networks. T. With minimal teacher support, explain responsible uses of technology and digital information; describe possible consequences of inappropriate use. U. With minimal teacher support, explain Fair Use Guidelines for the use of copyrighted materials (e.g., text, images, music, video) in student projects. V. With minimal teacher support, identify ways in which technology is used in the workplace and in society. W. With minimal teacher support, work collaboratively online with other students under teacher supervision. X. With minimal teacher support, analyze media messages and determine if their purpose is to inform, persuade, or entertain. Y. With minimal teacher support, explain that some Web sites and search engines may include sponsored commercial links. Z. With minimal teacher support, recognize and describe the potential risks and dangers associated with various forms of online communications.

8 AA. With minimal teacher support, identify and explain the strategies used for the safe and efficient use of computers (e.g., passwords, virus protection software, spam filters, popup blockers). BB. With minimal teacher support, demonstrate safe e- mail practices, recognition of the potentially public exposure of e- mail and appropriate e- mail etiquette. CC. With minimal teacher support, identify cyber bullying and describe strategies to deal with such a situation DD. With minimal teacher support, demonstrate ergonomically sound and safe use of equipment. EE. With minimal teacher support, locate, download, and organize content from digital media collections for specific purposes, citing sources. FF. With minimal teacher support, perform basic searches on databases (e.g., library card catalogue, encyclopedia) to locate information, using two or more key words and techniques to refine and limit such searches. GG. With minimal teacher support, evaluate Internet resources in terms of their usefulness for research. HH. With minimal teacher support, use content- specific technology tools (e.g., environmental probes, sensors, measuring devices, simulations) to gather and analyze data. II. With minimal teacher support, use online tools (e.g., e- mail, online discussion forums, blogs, and wikis) to gather and share information collaboratively with other students, if the district allows it. JJ. With minimal teacher support, with teacher direction, use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. KK. With minimal teacher support, use spreadsheets and other applications to make predictions, solve problems, and draw conclusions. LL. With minimal teacher support, create projects that use text and various forms of graphics, audio, and video (with proper citations) to communicate ideas. MM. With minimal teacher support, use teacher- developed guidelines to evaluate multimedia presentations for organization, content, design, presentation, and appropriate use of citations. NN. With minimal teacher support, communicate with other students and other classes using appropriate technology, including e- mail. Grade 5

9 A. Independently, demonstrate basic steps in using available hardware and applications (e.g., log into a computer, connect/disconnect peripherals, upload files from peripherals). B. Independently, select a printer, use print preview, and print a document with the appropriate page setup and orientation. C. Independently, use various operating system features (e.g., open more than one application/program, work with menus, use the dock). D. Independently, demonstrate intermediate keyboarding skills and proper keyboarding techniques. E. Independently, use menu/tool bar functions in a word processing program (i.e., font size/style, line spacing, margins) to format, edit, and print a document. F. Independently, copy and paste text and images within a document, as well as from one document to another. G. Independently, proofread and edit writing using appropriate resources (e.g., dictionary, spell- checker, grammar resources). H. Independently, define the term database and provide examples from everyday life (e.g., library catalogues, school records, telephone directories). I. Independently, define terms related to databases, such as record, field, and search. J. Independently, do simple searches of existing databases (e.g., online library catalog, electronic encyclopedia) K. Independently, identify and explain terms and concepts related to spreadsheets (i.e., cell, column, row, values, labels, chart, graph). L. Independently, enter/edit data in spreadsheets and perform calculations using simple formulas (+, -, *, /), observing the changes that occur. M. Independently, explain and use age- appropriate online tools and resources (e.g., tutorial, assessment, Web browser) N. Independently, save, retrieve, and delete electronic files on a hard drive or school network using terms related to the use of networks (e.g., username, password, network, file server). O. Independently, identify and use terms related to the Internet (e.g., Web browser, URL, keyword, World Wide Web, search engine, links) P. Independently, use age- appropriate Internet- based search engines to locate and extract information, selecting appropriate key words. Q. Independently, create, edit, and format text, import graphics on a series of slides and organize them to present research or convey an idea. R. Independently, use painting and drawing or music applications to create and edit work.

10 S. Independently, explain and demonstrate compliance with school rules (Acceptable Use Policy) regarding responsible use of computers and networks. T. Independently, explain responsible uses of technology and digital information; describe possible consequences of inappropriate use. U. Independently, explain Fair Use Guidelines for the use of copyrighted materials (e.g., text, images, music, video) in student projects. V. Independently, identify ways in which technology is used in the workplace and in society. W. Independently, work collaboratively online with other students under teacher supervision. X. Independently, analyze media messages and determine if their purpose is to inform, persuade, or entertain. Y. Independently, explain that some Web sites and search engines may include sponsored commercial links. Z. Independently, recognize and describe the potential risks and dangers associated with various forms of online communications. AA. Independently, identify and explain the strategies used for the safe and efficient use of computers (e.g., passwords, virus protection software, spam filters, popup blockers). BB. Independently, demonstrate safe e- mail practices, recognition of the potentially public exposure of e- mail and appropriate e- mail etiquette. CC. Independently, identify cyber bullying and describe strategies to deal with such a situation DD. Independently, demonstrate ergonomically sound and safe use of equipment. EE. Independently, locate, download, and organize content from digital media collections for specific purposes, citing sources. FF. Independently, perform basic searches on databases (e.g., library card catalogue, encyclopedia) to locate information, using two or more key words and techniques to refine and limit such searches. GG. Independently, evaluate Internet resources in terms of their usefulness for research. HH. Independently, use content- specific technology tools (e.g., environmental probes, sensors, measuring devices, simulations) to gather and analyze data. II. Independently, use online tools (e.g., e- mail, online discussion forums, blogs, and wikis) to gather and share information collaboratively with other students, if the district allows it. JJ. Independently, with teacher direction, use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. KK. Independently, use spreadsheets and other applications to make predictions, solve problems, and draw conclusions.

11 LL. Independently, create projects that use text and various forms of graphics, audio, and video (with proper citations) to communicate ideas. MM. Independently, use teacher- developed guidelines to evaluate multimedia presentations for organization, content, design, presentation, and appropriate use of citations. NN. Independently, communicate with other students and other classes using appropriate technology, including e- mail.

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