Kettle Moraine Lutheran Federation of Schools K-12 Technology Curriculum Academic Standards December, 2005

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1 Kettle Moraine Lutheran Federation of Schools K-12 Technology Curriculum Academic Standards December, 2005 Introduction As members of a society that has been and will continue to be shaped by technological advances, students of the KML Federation need to be trained in the proper use of the tools that will equip them to be productive members of that society. The driving forces behind much of the technological change have to do with changes and advances in communication. As believers in Christ, compelled by His words in Matthew 28:19-20, Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you., these students must learn to effectively communicate that message in the media of the world around them. The KML K-12 Technology Curriculum follows the National Educational Technology Standards for Students (NETS*S): Connecting Curriculum and Technology, produced by the International Society for Technology in Education (ISTE). This set of standards was chosen as a basis for our work over the Wisconsin Model Academic Standards (WMAS) for Information and Technology Literacy for two reasons. First, although the WMAS for I&TL are aligned with NETS*S, NETS*S has continued to provide useful resources that have adapted the standards to current technology, whereas the WMAS for I&TL remains unchanged since Secondly, the WMAS for I&TL content standards B, C and D focus on areas that do apply to information gathering and use, but are really technology neutral and appear to be items that should be included in a K-12 Language Arts Curriculum. Having found no disagreement between the NETS*S documents and the inerrant word of God, the K-12 Technology Curriculum Committee has adopted the following documents which are attached: NETS for Students Profiles for Technology Literate Students (produced by ISTE) NETS for Students: Achievement Rubric (Draft March 22, 2005) (produced by NCREL) Core Technology Literacy Framework PreK-8 (based on NETS, produced by the School District of Philadelphia) We have also prepared an extension to the Core Technology Literacy Framework PreK-8 that spells out the competency levels for grades 9-12 in order to make the framework applicable to our K-12 Federation.

2 Additional Recommendations The KML K-12 Technology Curriculum Committee has two additional recommendations to be considered. Both deal with the fact that the scope of the curriculum which is laid out here will affect nearly every subject in every classroom in every school in the Federation. First, it is suggested that in addition to our students, the teachers in our classrooms and administrators in our schools need to also make progress toward mastery and application of many technological skills. To that end, the following documents have been attached: NETS for Teachers: Profiles for Technology Literate Teachers (produced by ISTE) NETS for Administrators: Profiles for Technology Literate Teachers (produced by ISTE) NETS for Teachers: Achievement Rubric (produced by ISTE) NETS for Administrators: Achievement Rubric (produced by ISTE) Second, it is suggested that it might be of benefit to the entire Federation and to the individual schools if each school were to select, from within their faculty, a Technology Coordinator, if this has not already been done. It is our hope that these Technology Coordinators would then have the opportunity to meet regularly during the school year in much the same way that the principals and athletic directors do in order to provide mutual support, assistance and knowledge transfer. The role of the Technology Coordinator within the school would not necessarily have to be filled by someone who has technical training or experience in the area of technology. The position is intended to be a curricular post held by someone who will monitor and champion the school s efforts to achieve the competency levels outlined in the K-12 Technology Curriculum.

3 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K NETS*S #1 Basic Computer Operations and Concepts Goal communicate effectively about technology, utilizing relevant terms that demonstrate their awareness 1.1 and understanding of technology. Understand the meaning of, and correctly use, ageappropriate technology vocabulary. Computer, Keyboard, Monitor, Mouse, Printer I I R M A A A A A A Application software, CD-ROM, Desktop, Removable Media, Icon, Internet, Menu, PC, Program, Search Engine, Toolbar, Website, Weblog, Wikipedia Browser, Disk drive {CD, Removable Media, Hard}, , Fair Use {copyright, ethics}, File, File extension, Graphic, Input device, Operating system {Mac/Win}, Output device, URL Domain name, Download, DVD, Hardware, Install, ISP, LAN, Memory {bit, byte, kilobyte, megabyte, gigabyte}, Netiquette, Network, Peripheral, RAM, ROM, Shortcut, Software {desktop publishing, database, spreadsheet, word processing, multimedia, presentation}, Virus, WAN, World Wide Web I R M A A A A A I R M A A A I R Goal touch type at a level of proficiency that eliminates keyboarding skill as a barrier to effective computer use. Demonstrate an understanding of the major keyboard I I I R R R M A A A components and functions. Apply touch-keyboarding skills with appropriate speed and accuracy that makes typing more I R wm wm wm productive than handwriting. Demonstrate consistent use of left- and right-hand keyboard positions, including home key use. 20 wm I R R R M A A Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 1 of 13

4 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K Goal 1.3 successfully complete basic procedures to operate a computer Properly use start, shut down, restart, log-on and logoff procedures. I I R R R M A A A A Locate and launch programs from the hard drive or a CD-ROM. I I R R M A A A A A Navigate desktop and menu environments. I R R R M A A A Open, close, move and resize windows. I R R M A A Manage multiple open windows on the active desktop and status bar. I R R M A Goal 1.4 demonstrate the ability to manage printer output Use file and page setup options to create neat, orderly pages. I R R R M A A Use print preview to check output prior to printing. I R M A A A A Goal 1.5 demonstrate appropriate file management techniques Locate files from the hard drive, Removable Media or CD-ROM drive. I R M A A A Follow acceptable file and folder naming conventions. I R M A Create new folders. I R M A Save files to an appropriate location. I I R M A A A Copy, rename and relocate files. I R M A Delete files. I R M A Goal 1.6 apply their understanding of computers, input and output devices to identify and solve hardware and software problems Identify, analyze and solve basic problems with hardware connectivity and setup. I R R Identify, analyze and solve basic software problems. I R R Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 2 of 13

5 Goal Core Technology Literacy Framework PreK-8 P Competency Level by Grade Goals and Competencies P K Reestablish basic setting when needed, e.g. screen resolution, printers, network. Startup from a backup CD and reinstall system software. demonstrate an understanding of proper techniques for using a variety of technology devices related to computer operations. Successfully utilize various computer input and output devices. CD Burner {burn a CD with selected file(s)} I R CD-ROM {insert, remove} I I R R M A A A A A Digital Camera {take pictures, preview pictures, off-load pictures} I R R R M A Removable Media {insert, remove} I I R R M A A A A A Mouse {point, click, double-click, right-click, drag} I I R R M A A A A A Printer {select, send a job, cancel a job, load paper} I R M A A A A Scanner {scan, print, edit, save} I R R R R R Video Camera {film images, preview film, off-load film, edit film} I R R M I I NETS*S #2 Social, Ethical and Human Issues Goal 2.1 demonstrate an understanding and acceptance of the district s Acceptable Use Policy {AUP} Identify, explain, and agree to accept the components of the district s AUP. I I R R R M A A A A Apply the rules and procedures in the district s AUP. I R R M A A A A A Goal S demonstrate an understanding of the impact of technology and its continuing development. Identify a variety of computer applications and technology-supported processes common in daily activities. I I R R M A A A Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 3 of 13

6 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K Discuss advantages and disadvantages of technology use in the workplace and in general society. Identify emerging technologies and their impact on society. I R R M A I R R Goal 2.3 demonstrate positive social and ethical behaviors when using technology Practice appropriate care and use of equipment. I I R R M A A A A A Develop positive attitudes towards technology. I I R R M A A A A A Demonstrate cooperative and collaborative skills when using technology individually or in a partner or group setting. I I R R M A A A A A Goal 2.4 identify and apply ethical practices regarding technology use Demonstrate ethical use of resources. I R R M A A Identify and apply fair use guidelines. I R R M A A Properly cite and give credit for electronic resource use. I R M A A A NETS*S #3 Technology Productivity Tools Goal 3.1 develop competency using a variety of software programs Utilize instructional software for skill development across content areas. I I R M A A A A A A Identify characteristics of software designed for specific purposes. Í I R R M A A Identify appropriate software to use for specific problem-solving activities or desired outcomes. I R R M A A Complete activities that integrate two or more individual application programs. I R R M A Navigate in menu and toolbar environments. I I R R M A A A Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 4 of 13

7 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K Access and utilize Help menu features. I R R M A A Goal 3.2 demonstrate effective use of common application techniques Select text or other items using drag, click, control, shift and multiple mouse clicks. I I R R R M A A A A Navigate within a screen or file using arrow keys, mouse clicks, scroll bars and function keys. I I R R R M A A A A Set margin and orientation parameters. I R R M A A A Assign and edit fonts, font sizes and font styles. I R R M A A A Utilize the spell check feature. I R R M A A A Perform find and find/replace actions. I R M A A Use Cut and Copy functions in conjunction with the Paste command. I R R M A A A Utilize the Undo and Redo/Repeat functions. I R R M A A Select and incorporate appropriate graphics, including the use of property settings for alignment, I R R R M A A wrapping, etc Apply headers, footers and page numbers. I R R M A Utilize application templates and wizards. I R M A Goal 3.3 use word processing and desktop publishing applications to create well-formatted, grammatically correct and visually appealing documents in a variety of output formats Effectively utilize left, right and first line indents. I R R M Set appropriate justification of text {left, right, center, full}. I R R M A Incorporate multiple columns as a section of a document and as the format of an entire document. I R R M A Apply necessary document formats, such as for a business letter, outline and research paper. I R R R M Establish line and paragraph spacing. I R M A Establish hanging indents for one or more paragraphs. I R M Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 5 of 13

8 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K Create ordered and bulleted lists. I R M A A Save a document as an HTML file. I R R Utilize the thesaurus feature. I R R R M Plan, insert and fill a table. I R M Modify a table for number of rows, columns and cell formats. I R R Goal 3.4 develop and apply skills in a spreadsheet program that will allow them to organize, analyze, graphically represent and interpret data Enter, edit and delete data in a spreadsheet. I R R M A A Format a single cell or group of cells for alignment, font, style, borders, shading and color. I R R M A A Adjust column width and row height. I R M A A A Format cells for currency, percents, commas and decimals. I R R M A Plan and create a spreadsheet with titles and heading rows to effectively organize data. I R M Enter formulas to add, subtract, multiply, divide, average and calculate a percent. I R R M Replicate formulas across a row and down a column, with considerations for necessary relative references. I R R M Select appropriate spreadsheet cells, columns and rows, and then create a graph or chart to present the I R M selected data Read and interpret a chart or graph in a spreadsheet. I R R R R M Modify an existing chart or graph using right-click, toolbars and the Chart Wizard. I R M Plan and apply appropriate chart or graph titles, legends and axis labels. I R M Goal 3.5 use drawing toolbars and a painting program to create and modify graphics for use as an end product or for incorporation into another application Create new objects and modify existing objects, I R R R M A A Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 6 of 13

9 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K including clip art Use toolbars to select objects and to draw objects. I R R M A A A Select objects and then move, copy, crop, delete, resize, reshape and rotate them. I R R R M A A Add or modify border and fill appearance for thickness, colors and patterns. I R R M A A Group and ungroup objects. I R R M A Save and import graphics for cross-applications use. I R R M A Identify types of graphic files and their common use. {.bmp,.gif,.jpg,.jpeg, etc.} I R R M A Goal 3.6 create multimedia presentations designed to inform, debate, persuade or report to a designated audience Plan and create a presentation with an intended purpose and audience. I R R M A Effectively select and utilize a variety of slide formats. I R R R M Insert, delete and modify slides. I R R R M Change the order of slides. I R R M A Effectively select and apply colors, fonts and styles in text and backgrounds. I R R M A Understand the difference between provided working views and utilize each of them appropriately. I R M Incorporate transitions, effects, and advancement settings to enhance the presentation. I R M Insert graphics, movie and sound files appropriate to the presentation. I R R Insert text, graphs or file into a slide. I R R R M Use Master slide formats. I R M A Incorporate navigation buttons. I Present their work to the teacher, class and other audiences with appropriate presentation techniques. I R R R M Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 7 of 13

10 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K Goal 3.7 develop and apply skills in a database program that will allow them to organize, analyze and interpret data Plan and create a database with an intended purpose. I Insert, delete and modify records in a table. I R Change the order of fields. I R Effectively select and apply formats, fonts and styles in fields. I R Understand the difference between provided working views, such as design and datasheet, and utilize each I R of them appropriately Apply field properties settings, such as input masks. I R Insert and delete fields in a table. I R Insert appropriate graphics into a form or report. I R Create a form and use it to input records. I Apply filters, sort and find features to select records in a table. I R Plan and write a query to answer a question based on a table. I Create a report based upon a table and a report based upon a query. I R Export and import data related to a table or a query. I Goal 3.8 create digital video presentations designed to inform, instruct or entertain a designated audience Apply digital video basics to create a simple movie. I R Brainstorm and plan a video production. I R Use production skills: camera shots, movement, composition, lighting, microphone use and I R placement, video recording, directing Participate in the planning or direction of a multi- I R Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 8 of 13

11 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K camera production Apply digital video basics to create a simple movie. I R Save multimedia files with attention to size, storage media and appropriate compression for intended audience. I R Goal 3.9 create an original graphic organizer or complete a template for organizing or analyzing given data Open and read a graphic organizer for information by text or picture. I I R M A A A A A Open and complete a graphic organizer template. I R M A A A A A Create diagrams using symbols, links, and text. I R R M A A Create and organize outlines. I R M A A Format diagrams using text, symbol, line, link, and color options. I A A A Format outlines using text and prefix options. I R M A Enrich content of document using notes, hyperlinks, sound, and the checklist. I R M A Customize Inspiration using default settings, templates, and application properties. I R M A NETS*S # 4 Technology Communications Tools Goal 4.1 use electronic communications tools to communicate with others in support of direct and independent learning Utilize puzzles, logical thinking programs, writing tools, digital cameras, drawing tools for problem I I I R R M A A A A solving, communications, illustrations and stories With support from teachers, family members, or student partners, students will conduct interviews or gather information for projects via a variety of forms of telecommunications. I I I R R M A A A A Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 9 of 13

12 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K Communicates information and ideas, in ways that are appropriate to the purpose and audience, through spoken, written, and graphic means of expression. Identify characteristics of electronic communication tools, including web browsers, , chat rooms/forums, bulletin boards, mailing lists and video conferencing. Identify and apply Netiquette communication guidelines. Select appropriate communications tools for a given task. I I R R R M A A A I R R M A I R R M A I R R M Goal identify and demonstrate an understanding of the basic components of electronic communications systems. Identify and explain the organization and function of basic parts of a WAN, such as the World Wide Web. I R M Identify and explain the function of basic parts of a network. I R M Goal 4.3 apply their knowledge of web site components and design methods in order to create web pages and a web site Identify the characteristics of an effective web site. I R R Demonstrate knowledge of web page coding, including use of the source viewing feature to explore I coding on existing pages Identify and apply effective web site planning techniques. I Construct a web page or site with a word processing or WSYWYG program. I R Incorporate graphics, internal and external links, backgrounds, font styles and colors appropriately with I R Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 10 of 13

13 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K text content within a web site. Apply fair use principles during web page and site construction. I R NETS*S #5 Technology Research Tools Goal 5.1 develop competency using a variety of technology resources Use electronic slide show/drawing software to illustrate stories. I I I R R M M A A A Use electronic maps to locate the countries/cities around the world. I I I R R M M A A A Present information gained from electronic communication in appropriate curriculum activities. I R R M M A A A Goal identify and demonstrate an understanding of common components of a web page and web site. Identify the basic parts of a web page and web site, and their functions, including the home page, URL, domain name and hyperlinks. Identify additional components of a web page and web site, and their functions, including internal and external links, alert box, pop-up window, prompt box, search option {site and external}, site index, image map, page title, tables and frames. I R R M A A I R Goal 5.3 access a variety of databases to gather, organize and utilize information Use CD-ROMs, electronic library catalogs and the Internet as information resources. I R R M A A Use a browser to navigate the Internet. I R R R R M Use linear and non-linear navigation to read for information. I R M A Explore and identify characteristics of common. I R R R M Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 11 of 13

14 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K search engines Utilize simple key word searches with common search engines. I R R R M Construct effective, advanced search engine queries, including the use of quotes, case-sensitive I R letters, descriptors and Boolean operators Access and utilize specialized search directories. I R M Create, edit and access bookmarks. I R R R M Organize information collected from electronic sources, such as in a graphic organizer or outline. I R R M Apply proper electronic resource citing techniques. I R R R M Goal 5.4 identify the components of a quality electronic resource, and use those characteristics to select and evaluate electronic information sources Identify characteristics of an effective, reliable electronic resource. I R R M Evaluate the quality of electronic resources. I R R M Choose effective directories and search engines to complete a search for information on a particular topic. I R M NETS*S #6 Technology Problem-Solving and Decision-Making Tools Goal 6.1 analyze, select and apply the appropriate technology to solve problems and make decisions Utilize teacher-selected hardware and software to solve problems and make decisions. I I I I R R R M A A Identify characteristics of hardware and software that support the use of those technologies in I R R M particular situations Compare and contrast technology available for use in a given situation. I R R M Evaluate the effectiveness of hardware and software in completing a particular task. I R R M Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 12 of 13

15 Core Technology Literacy Framework PreK-8 Competency Level by Grade Goals and Competencies P K Design a product, service or system that incorporates technology to meet an identified need. Analyze and plan improvements for an existing system, using technology. Plan or organize a comprehensive event or activity, integrating multiple software applications and multiple hardware devices. I I R I R Competency Levels I = Introduce R = Reinforced M = Mastered A = Applied Page 13 of 13

16 ISTE National Educational Technology Standards for Students (NETS*S) NETS for Students Profiles for Technology Literate Students Performance Indicators A major component of the NETS Project is the development of a general set of profiles describing technology-literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives. The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the following grade ranges:! Grades PreK - 2! Grades 3-5! Grades 6-8! Grades 9-12 These profiles are indicators of achievement at certain stages in PreK-12 education. They assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry. The standards and performance indicators are based on input and feedback from educational technology experts as well as parents, teachers, and curriculum experts. In addition, they reflect information collected from professional literature and local, state, and national documents. GRADES PRE K - 2 Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 2 students will: 1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1) 2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3) 3. Communicate about technology using developmentally appropriate and accurate terminology. (1) 4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1) 5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2) 6. Demonstrate positive social and ethical behaviors when using technology. (2) 7. Practice responsible use of technology systems and software. (2) 8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3) Profiles for Technology Literate Students Copyright ISTE NETS. All Rights Reserved. 1 of 4

17 ISTE National Educational Technology Standards for Students (NETS*S) 9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6) 10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4) Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: 1. Basic operations and concepts 2. Social, ethical, and human issues 3. Technology productivity tools 4. Technology communications tools 5. Technology research tools 6. Technology problem-solving and decision-making tools GRADES 3-5 Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 5 students will: 1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) 2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2) 3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2) 4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3) 5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4) 6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4) 7. Use telecommunications and online resources (e.g., , online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5) 8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6) 9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6) 10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6) Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: 1. Basic operations and concepts 2. Social, ethical, and human issues Profiles for Technology Literate Students Copyright ISTE NETS. All Rights Reserved. 2 of 4

18 ISTE National Educational Technology Standards for Students (NETS*S) 3. Technology productivity tools 4. Technology communications tools 5. Technology research tools 6. Technology problem-solving and decision-making tools GRADES 6-8 Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 8 students will: 1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1) 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2) 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2) 4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5) 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6) 6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6) 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5) 8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6) 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6) 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6) Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: 1. Basic operations and concepts 2. Social, ethical, and human issues 3. Technology productivity tools 4. Technology communications tools 5. Technology research tools 6. Technology problem-solving and decision-making tools GRADES 9-12 Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 12 students will: Profiles for Technology Literate Students Copyright ISTE NETS. All Rights Reserved. 3 of 4

19 ISTE National Educational Technology Standards for Students (NETS*S) 1. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2) 2. Make informed choices among technology systems, resources, and services. (1, 2) 3. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2) 4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2) 5. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4) 6. Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5) 7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6) 8. Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5) 9. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6) 10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6) Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: 1. Basic operations and concepts 2. Social, ethical, and human issues 3. Technology productivity tools 4. Technology communications tools 5. Technology research tools 6. Technology problem-solving and decision-making tools Profiles for Technology Literate Students Copyright ISTE NETS. All Rights Reserved. 4 of 4

20 ISTE National Educational Technology Standards for Teachers NETS for Teachers Profiles for Technology-Literate Teachers Today's teacher preparation programs provide a variety of alternative paths to initial licensure. They address economic conditions, needs of prospective teachers, and the demands of employing school districts. Regardless of the configuration of the program, all teachers must have opportunities for experiences that prepare them to meet technology standards. The existence of many types of programs virtually ensures that there will be no one method for providing learning experiences to meet these standards. The Technology Performance Profiles for Teacher Preparation suggest ways programs can incrementally examine how well candidates meet the standards. The Profiles correspond to four phases in the typical preparation of a teacher. The Profiles are not meant to be prescriptive or lockstep; they are specifically designed to be fluid in providing guidelines for programs to create a set of benchmarks in planning and assessment that align with unique program design. General Preparation Professional Preparation Student Teaching/Internship First-Year Teaching GENERAL PREPARATION PERFORMANCE PROFILE Students may be in their major or minor course of study. They may be at the lower division level or may have received skill development through on-the-job training, obtaining a degree or experience in a nontraditional program. Typically, the university arts and sciences areas provide the experiences defined in this Profile. Programs may have multiple ways for candidates to demonstrate that they are able to perform the tasks that go beyond the classroom setting. Upon completion of the general preparation component of their programs, prospective teachers should be able to meet the competencies described in this Profile. Upon completion of the general preparation component of their program, prospective teachers: 1. demonstrate a sound understanding of the nature an operation of technology systems. (I)* 2. demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services. (I)* 3. use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning. (I, III, IV, V) 4. use content-specific tools (e.g., software, simulation, environmental robes, graphing calculators, exploratory environments, Web tools) to support learning and research. (I, III, V)* 5. use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, and creativity. (I, III, V)* Copyright ISTE NETS. All Rights Reserved. 1 of 7

21 ISTE National Educational Technology Standards for Teachers 6. collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works using productivity tools. (I, V)* 7. use technology to locate, evaluate, and collect information from a variety of sources. (I, IV, V)* 8. use technology tools to process data and report results. (I, III, IV, V)* 9. use technology in the development of strategies for solving problems in the real world. (I, III, V)* 10. observe and experience the use of technology in their major field of study. (III, V) 11. use technology tools and resources for managing and communicating information (e.g., finances, schedules, addresses, purchases, correspondence). (I, V) 12. evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. (I, III, IV, V)* 13. use a variety of media and formats, including telecommunications, to collaborate, publish, and interact with peers, experts, and other audiences. (I, V)* 14. demonstrate an understanding of the legal, ethical, cultural, and societal issues related to technology. (VI)* 15. exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (V, VI)* 16. discuss diversity issues related to electronic media. (I, VI) 17. discuss the health and safety issues related to technology use. (VI) Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: I. Technology operations and concepts II. III. IV. Planning and Designing Learning Environments and Experiences Teaching, Learning, and the curriculum Assessment and Evaluation V. Productivity and Professional Practice VI. Social, Ethical, Legal, and Human Issues * Adapted from the ISTE National Educational Technology Standards for Students. PROFESSIONAL PREPARATION PERFORMANCE PROFILE Students have been admitted to a professional core of courses or experiences taught by the school or college of education or professional education faculty. Experiences in this Profile are part of professional education coursework that may also include integrated field work. The school or college of education or professional development school is typically responsible for preservice teachers having the experiences described in this Profile. Prior to the culminating student Copyright ISTE NETS. All Rights Reserved. 2 of 7

22 ISTE National Educational Technology Standards for Teachers teaching or internship experience, prospective teachers should be able to meet the competencies described in this Profile. Prior to the culminating student teaching or internship experience, prospective teachers: 1. identify the benefits of technology to maximize student learning and facilitate higher order thinking skills. (I, III) 2. differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities. (II, III, V, VI) 3. identify technology resources available in schools and analyze how accessibility to those resources affects planning for instruction. (I, II) 4. identify, select, and use hardware and software technology resources specially designed for use by PK-12 students to meet specific teaching and learning objectives. (I, II) 5. plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for solutions. (II) 6. identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. (III, VI) 7. design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI) 8. design and peer teach a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology. (II, III) 9. plan and teach student-centered learning activities and lessons in which students apply technology tools and resources. (II, III) 10. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. (II, IV, V, VI) 11. discuss technology-based assessment and evaluation strategies. (IV) 12. examine multiple strategies for evaluating technology-based student products and the processes used to create those products. (IV) 13. examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data.(i, IV) 14. integrate technology-based assessment strategies and tools into plans for evaluating specific learning activities. (IV) 15. develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V) 16. identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. (V) 17. apply online and other technology resources to support problem solving and related decision making for maximizing student learning. (III, V) Copyright ISTE NETS. All Rights Reserved. 3 of 7

23 ISTE National Educational Technology Standards for Teachers participate in online professional collaborations with peers and experts. (III, V) 19. use technology productivity tools to complete required professional tasks. (V) 20. identify technology-related legal and ethical issues, including copyright, privacy, and security of technology systems, data, and information. (VI) 21. examine acceptable use policies for the use of technology in schools, including strategies for addressing threats to security of technology systems, data, and information. (VI) 22. identify issues related to equitable access to technology in school, community, and home environments. (VI) 23. identify safety and health issues related to technology use in schools. (VI) 24. identify and use assistive technologies to meet the special physical needs of students. (VI) Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: I. Technology operations and concepts II. III. IV. Planning and Designing Learning Environments and Experiences Teaching, Learning, and the curriculum Assessment and Evaluation V. Productivity and Professional Practice VI. Social, Ethical, Legal, and Human Issues STUDENT TEACHING / INTERNSHIP PERFORMANCE PROFILE Students have completed or are finalizing their professional education coursework and are out in the classroom completing their final student teaching or intern teaching experience with extensive time spent with students. These individuals will obtain their initial licensure or credential required for a teaching job at the completion of this phase of their education. They are being supervised by a mentor or master teacher on a consistent basis. Upon completion of the culminating student teaching or internship experience, and at the point of initial licensure, teachers should meet the competencies described in this Profile. Corresponding Scenarios Corresponding Scenarios Select Another Profile Select Another Profile Essential Conditions Chart Essential Conditions Chart Upon completion of the culminating student teaching or internship experience, and at the point of initial licensure, teachers: 1. apply troubleshooting strategies for solving routine hardware and software problems that occur in the classroom. (I) 2. identify, evaluate, and select specific technology resources available at the school site and district level to support a coherent lesson sequence. (II, III) Copyright ISTE NETS. All Rights Reserved. 4 of 7

24 ISTE National Educational Technology Standards for Teachers 3. design, manage, and facilitate learning experiences using technology that affirm diversity and provide equitable access to resources. (II, VI) 4. create and implement a well-organized plan to manage available technology resources, provide equitable access for all students, and enhance learning outcomes. (II, III) 5. design and facilitate learning experiences that use assistive technologies to meet the special physical needs of students. (II, III) 6. design and teach a coherent sequence of learning activities that integrates appropriate use of technology resources to enhance student academic achievement and technology proficiency by connecting district, state, and national curriculum standards with student technology standards (as defined in the ISTE National Educational Technology Standards for Students). (II, III) 7. design, implement, and assess learner-centered lessons that are based on the current best practices on teaching and learning with technology and that engage, motivate, and encourage self-directed student learning. (II, III, IV, V) 8. guide collaborative learning activities in which students use technology resources to solve authentic problems in the subject area(s). (III) 9. develop and use criteria for ongoing assessment of technology-based student products and the processes used to create those products. (IV) 10. design an evaluation plan that applies multiple measures and flexible assessment strategies to determine students' technology proficiency and content area learning. (IV) 11. use multiple measures to analyze instructional practices that employ technology to improve planning, instruction, and management. (II, III, IV) 12. apply technology productivity tools and resources to collect, analyze, and interpret data and to report results to parents and students. (III, IV) 13. select and apply suitable productivity tools to complete educational and professional tasks. (II, III, V) 14. model safe and responsible use of technology and develop classroom procedures to implement school and district technology acceptable use policies and data security plans. (V, VI) 15. participate in online professional collaboration with peers and experts as part of a personally designed plan, based on self-assessment, for professional growth in technology. (V) Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: I. Technology operations and concepts II. III. IV. Planning and Designing Learning Environments and Experiences Teaching, Learning, and the curriculum Assessment and Evaluation V. Productivity and Professional Practice Copyright ISTE NETS. All Rights Reserved. 5 of 7

25 ISTE National Educational Technology Standards for Teachers VI. Social, Ethical, Legal, and Human Issues FIRST-YEAR TEACHING PERFORMANCE PROFILE Teachers have completed their formal teacher preparation program and are in their first year of independent teaching. They are typically in control of their own classroom and are under contract with a school district. Teachers at this stage, as with any teacher in the building, are supervised by their school administrator. The novice teacher may be part of a beginning teacher support program and may be receiving coaching and mentoring. Upon completion of the first year of teaching, teachers should meet the competencies described in this Profile. Upon completion of the first year of teaching, teachers: 1. assess the availability of technology resources at the school site, plan activities that integrate available resources, and develop a method for obtaining the additional necessary software and hardware to support the specific learning needs of students in the classroom. (I, II, IV) 2. make appropriate choices about technology systems, resources, and services that are aligned with district and state standards. (I, II) 3. arrange equitable access to appropriate technology resources that enable students to engage successfully in learning activities across subject/content areas and grade levels. (II, III, VI) 4. engage in ongoing planning of lesson sequences that effectively integrate technology resources and are consistent with current best practices for integrating the learning of subject matter and student technology standards (as defined in the ISTE National Educational Technology Standards for Students). (II, III) 5. plan and implement technology-based learning activities that promote student engagement in analysis, synthesis, interpretation, and creation of original products. (II, III) 6. plan for, implement, and evaluate the management of student use of technology resources as part of classroom operations and in specialized instructional situations. (I, II, III, IV) 7. implement a variety of instructional technology strategies and grouping strategies (e.g., whole group, collaborative, individualized, and learner centered) that include appropriate embedded assessment for meeting the diverse needs of learners. (III, IV) 8. facilitate student access to school and community resources that provide technological and discipline-specific expertise. (III) 9. teach students methods and strategies to assess the validity and reliability of information gathered through technological means. (II, IV) 10. recognize students' talents in the use of technology and provide them with opportunities to share their expertise with their teachers, peers, and others. (II, III, V) 11. guide students in applying self and peer-assessment tools to critique student-created technology products and the process used to create those products. (IV) Copyright ISTE NETS. All Rights Reserved. 6 of 7