Chariho Regional School District. Technology Education Curriculum. Grades K-8

Transcription

1 Chariho Regional School District Technology Education Curriculum Grades K-8 March 13, 2012

2 Chariho Regional School District Technology Education Curriculum Grades K - 8 Table of Contents Page Section One Task Force Membership 3 Epistemological Foundations 4 Introduction 5 District Mission, Vision, Beliefs, Goals 7 Section Two Essential Conditions 8 Transforming Learning Environments with Technology 10 Digital-Age Learning 11 Section Three 2007 National Educational Technology Standards for Students (NETS) 12 Content Process Standards for Technology Education 14 2

3 Technology Education Task Force Membership Carol Blanchette Madeline Crocker Manny Grace Bryan Lucas Karen Mann Michelle Steever 3

4 Epistemological Foundations The Chariho Regional School District believes that students learn best when they are actively engaged in and personally responsible for the learning process. Students need a safe and positive environment in which to talk purposefully about learning, to experience learning, and to observe learning. Learning is enhanced when students have an interest in and choice about what they learn. Students should be engaged in meaningful learning experiences that match their developmental status. New learning builds on previous knowledge through a process that is challenging and rigorous. That process must encourage students to problem-solve and to think originally, critically, and creatively. Thinking and problemsolving are closely linked to a demanding core of content knowledge. Learning is most quickly assimilated when connected to student goals, when students evaluate their own work and learning habits, and when instruction appeals to a variety of learning modalities and talents. In an environment of high expectations, sustained and directed student effort and expert teaching practices determine the extent of learning. Our schools and district will organize to encourage and support both. 4

5 Introduction The Chariho Regional School District will ensure the use of technology as a tool in the educational process to improve student achievement as evidenced by reaching state and national standards. All students will be provided with the opportunity to acquire the knowledge and skills necessary to realize their potential, and to become productive citizens. We live in the Information Age. This age and the culture in which we live are increasingly being supported and changed by a wide variety of technologies. Technology is rapidly developing and changing. Chariho is responsible for preparing its students to be productive, contributing members of our society. This is done through effective, efficient, and meaningful instruction. Our students will leave Chariho to live and work in the 21st century. We are preparing them for a workplace and a home that is technologically oriented, which will demand workers and parents who can use higher order thinking skills. Jobs and life in general, will require people who can solve problems, understand complex terminology, communicate clearly, and make sense out of rapidly changing information. Life itself will demand higher levels of literacy in all areas. To this end, we in the Chariho Regional School District believe that technology exists as a very powerful, essential tool in the education process for both students and staff. Technology should be part of every curriculum at every level of instruction. "All technologies, at every level, explored by everyone" is a broad way to state the impact and importance of this fact of life. Since technology empowers students to improve achievement, technology needs to be incorporated into the regular classroom curriculum as a seamless component of the delivery of instruction. Technology should not be treated as a stand-alone or extra subject, but incorporated into all students academic lives as it is in the wider world of work, personal interests and recreation. Assessments will be measured using authentic project-based learning and/or quarterly common assessments. These assessments will be integrated with curriculum content. Students in 8 th grade will also partake in a state-wide assessment of their technology skills. 5

6 The Chariho Regional School District will provide computers and Internet capabilities to each classroom kindergarten through grade 12. Students in grades five through eight will attend computer literacy classes focused on keyboard instruction, introduction, reinforcement and mastery of computer software and Internet safety concepts and will have access to computers with teacher assistance and supervision during and after school. By the end of the twelfth grade, each student in the Chariho School District will understand the essential role technology plays in a person s ability to succeed in the 21st century. Each student will understand social, ethical and human implications of using computer technology. He or she will be able to effectively use digital resources, including software programs, Internet and the electronic portfolio to conduct daily operations and contribute to his or her own discrete knowledge base. He or she will realize the power given by technology to communicate and collaborate with others, collect information, and create new knowledge. He or she will routinely use productivity, communication and research tools to understand concepts, produce original work, present ideas, solve problems and make decisions based on real life situations and issues. 6

7 District Mission The Chariho Regional School District ensures that all students meet high academic standards and are prepared for lifelong learning and productive global citizenship. District Vision With a commitment to continuous improvement, the District s highly-qualified staff engages with students in state-of-the-art facilities to master challenging content, to promote creativity, and to foster critical thinking. The District is recognized by the community as its greatest asset. District Beliefs We believe that high academic standards and research informed decision making are critical All students can learn and meet or exceed rigorous standards. All students at every level must be engaged in rigorous and challenging academic experiences. Rigorous academic standards are the foundation of this school district. Instructional and program decisions must be data-informed and research-based. Learning is a continuous lifelong process. Schools must prepare students to be creative and critical thinkers, problem solvers, and effective communicators. The physical, social, and emotional wellness of every child is necessary for optimum learning. We believe that the larger community must be fully engaged in the learning process Education is a shared responsibility of students, parents, staff, and the community. Students thrive when supported, nurtured, and engaged by the community. In an environment that emphasizes school safety, everyone must be treated with kindness, dignity, and respect. Schools must prepare students to be team members and leaders, community contributors, and productive citizens in a global society. 7

8 Essential Conditions Necessary conditions to effectively leverage technology for learning Shared Vision Proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technologies (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas 8

9 Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital-age learning and work Student-Centered Learning Planning, teaching, and assessment center around the needs and abilities of students Assessment and Evaluation Continuous assessment, both of learning and for learning, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards Copyright 2008 INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION All rights reserved. No part of this material may be reproduced without written permission from copyright owner. Contact 9

10 Transforming Learning Environments with Technology Technology-Enabled Strategies for Student Learning Less - Traditional Environments Teacher-directed, memory-focused instruction Lockstep, prescribed-path progression Limited media, single-sense stimulation Knowledge from limited, authoritative sources Isolated work on invented exercises Mastery of fixed content and specified processes Factual, literal thinking for competence In-school expertise, content and activities Stand-alone communication and information tools Traditional literacy and communication skills Primary focus on school and local community Isolated assessment of learning More - Emerging Learning Landscape Student-centered, performance-focused learning Flexible progression with multi-path options Media-rich, multi-sensory stimulation Learner-constructed knowledge from multiple information sources and experiences Collaborative work on authentic, real-world projects Student engagement in definition, design and management of projects Creative thinking for innovation and original solutions Global expertise, information and learning experiences Converging information and communication systems Digital literacies and communication skills Expanded focus including digital global citizenship Integrated assessment for learning National Educational Technology Standards for Teachers 2010 Hawker Brownlow Education IST

11 Digital-Age Learning As foundational technology skills penetrate throughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. ISTE's NETS for Students (2007) help students prepare to work, live, and contribute to the social and civic fabric of their communities. The new standards identify several higher-order thinking skills and digital citizenship as critical for students to learn effectively for a lifetime and live productively in our emerging global society. These areas include the ability to: Demonstrate creativity and innovation Communicate and collaborate Conduct research and use information Think critically, solve problems, and make decisions Use technology effectively and productively 11

12 2007 National Educational Technology Standards for Students (NETS) 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration 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: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 12

13 d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making 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: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies International Society for Technology in Education. ISTE is a registered trademark of the International Society for Technology in Education. 13

14 Content/Process Standards for Technology Education Technology Performance Standards by end of Grades 4, 6 and 8 Standard 1 - Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 1) Students apply existing knowledge to generate new ideas, products, or processes. i) Students create word processed documents incorporating both text and graphics. ii) Students create presentations that express both information and insights on a topic. iii) Students use technology to modify or create works of art for use in digital presentations. i) Students create complex word processed documents, utilizing the full array of formatting and style options, which clearly convey ideas. ii) Students create persuasive presentations that express a clear point of view. 2) Students create original works as a means of personal or group expression. i) Students create documents that provide clear evidence of personal expression in a textual and graphically rich fashion. i) Students create documents, presentations and other products that provide clear evidence of personal 14

15 expression. ii) Students describe and illustrate a content-related concept. 3) Students use models and simulations to explore complex systems and issues. i) Students gather and organize data into tables and graphs. i) Students analyze data while employing effective organizations for presentations and display. ii) Students draw inferences and conclusions from data analyzed. 4) Students identify trends and forecast possibilities. i) Students organize data in meaningful ways. i) Students draw conclusions regarding trends along with predicting likely future actions. Standard 2 - Communication and Collaboration: 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. 1) Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. i) Students work collaboratively with other students in researching and presenting new information. 15

16 i) Students use online communication tools in support of collaborative efforts to exchange data and explore content concepts. 2) Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. i) Students communicate information via printed documents and presentations. ii) Students transfer information via various Local Area Networks (LANs). i) Students communicate information and ideas via LANs, the internet, and other communication devices as they become available. 3) Students develop cultural understanding and global awareness by engaging with learners of other cultures. i) Students use internet resources to research cultural information from around the globe. i) Students participate in cooperative learning in an online learning community 4) Students contribute to project teams to produce original works or solve problems. i) Students use technology in a collaborative setting to research and report on content-related material. i) Students use technology in a collaborative setting to research and analyze a content-related problem. 16

17 Standard 3 - Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. 1) Students plan strategies to guide inquiry. a) By Grade 4 i) Students use the online public access catalog (Destiny) to locate materials in the library. b) By Grade 6 i) Students develop strategies for searching the internet that provide the desired result. c) By Grade 8 i) Students conduct complex searches using Boolean terms. 2) Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. a) By Grade 4 i) Students use selected websites to find appropriate information. b) By Grade 6 i) Students use common web search engines and basic search functions to locate information from a variety of sources. ii) Students use newly acquired information from multiple sources to create new knowledge. iii) Students use newly acquired information in an ethical manner. c) By Grade 8 i) Students understand how to use resources responsibly. ii) Students use sources and media beyond the internet. iii) Students evaluate information for relevance, accuracy, bias, appropriateness, and comprehensiveness. 17

18 3) Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks. a) By Grade 4 i) Students identify multiple sources that can assist in solving specific information problems. ii) Students use the Big6 to find facts to answer questions using information from websites and databases. b) By Grade 6 i) Students demonstrate a basic understanding of search engine tools. ii) Students make preliminary assessments as to the reliability of various websites. iii) Students recognize bias in digital resources. c) By Grade 8 i) Students demonstrate an advanced understanding of search engine tools to include the use of Boolean operatives. ii) Students understand the use of various search engines and emerging new technologies, to include mobile devices. iii) Students employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. 4) Students process data and report results. i) Students process data using spreadsheet software. ii) Students create and format data tables. i) Students conduct data management and computations using spreadsheet software. ii) Students draw conclusions from data and create new knowledge. iii) Students know how to perform queries to process data and report relevant results. 18

19 Standard 4 - Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 1) Students identify and define authentic problems and significant questions for investigation. a) By Grade 4 i) Students identify ways that technology has been used to address real-world problems. b) By Grade 6 i) Students use information tools to collect, organize, and evaluate information relevant to a real-world problem. c) By Grade 8 i) Students use information tools to address real-world problems. 2) Students plan and manage activities to develop a solution or complete a project. i) Students receive instructional support while developing strategies in completing projects. ii) Students apply technology tools that can be used to organize and present ideas. i) Students gather data, examine patterns, and apply information for decision making using digital tools and resources. 3) Students collect and analyze data to identify solutions and/or make informed decisions. 19

20 a) By Grade 4 i) Students use the online public access catalog (Destiny) to locate materials in the library. ii) Students use selected websites to find appropriate information. iii) Students identify multiple sources that can assist in solving specific information problems. b) By Grade 6 i) Students collect data and draw conclusions. c) By Grade 8 i) Students collect and analyze authentic data which lead to informed conclusions. 4) Students use multiple processes and diverse perspectives to explore alternative solutions. i) Students select and apply digital tools to collect and organize data to evaluate i) Students select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypothesis. Standard 5 - Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 1) Students advocate and practice safe, legal, and responsible use of information and technology. a) By Grade 4 i) Students understand that authors and illustrators create their own writings and art and it is against the law to copy their work. ii) Students demonstrate the safe and cooperative use of technology. iii) Students discuss the effect of existing and emerging technologies on individuals, society and the global 20

21 community. iv) Students respect the guidelines for responsible and ethical use of information resources. v) Students observe web safety procedures, including safeguarding personal information. vi) Students practice responsible use of technology and describe personal consequences of inappropriate use. b) By Grade 6 i) Students demonstrate knowledge of illegal downloading. ii) Students understand the concept of plagiarism and how it impacts their use of technology in the creation of student work. iii) Students demonstrate knowledge of safe and ethical practices in the use of information technology. iv) Students practice injury prevention by applying a variety of ergonomic strategies when using technology. c) By Grade 8 i) Students demonstrate knowledge in all areas of safe and ethical practices in the use of information technology. ii) Students demonstrate knowledge of the nature and variety of risks and hazards associated with information technology. 2) Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. a) By Grade 4 i) Students describe acceptable and unacceptable computer etiquette and how to work cooperatively with peers, family members, and others when using technology in the classroom or at home. b) By Grade 6 i) Students participate in collaborative projects using technology. ii) Students identify software or technology that is valuable to them, and describe how it improves their ability to communicate, be productive, or achieve personal goals. c) By Grade 8 21

22 i) Students engage in projects requiring collaboration between students and between classes. ii) Students examine issues related to computer etiquette and discuss means for encouraging more effective use of technology to support effective communication, collaboration, and personal productivity. 3) Students demonstrate personal responsibility for lifelong learning. i) Students research on topics of their own choosing. i) Students select topics for individual research. ii) Students examine issues related to computer etiquette and discuss means for encouraging more effective use of technology to support lifelong learning, and assistance for individuals with disabilities. 4) Students exhibit leadership for digital citizenship. i) Students understand technology applications and make informed choices for its ethical employment. ii) Students take a proactive stand against cyber bullying. i) Students demonstrate through their personal behavior their understanding of the ethical and appropriate use of technology. ii) Students demonstrate through their personal behavior their understanding of the dangers and risks of technology. Standard 6 - Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. 22

23 1) Students understand and use technology systems. a) By Grade 4 i) Students know and are familiar with common digital technology found in homes. ii) Students communicate about technology using developmentally appropriate and accurate terminology. iii) Demonstrate the ability to navigate in virtual environments (web sites). b) By Grade 6 i) Students identify how to use basic input and output devices. ii) Students identify correct terminology used to describe basic hardware, software, and networking functions. iii) Students create word processed documents that employ a variety of formatting and graphical features. iv) Students create spreadsheet tables and graphs. v) Students create presentations that contain a variety of formatting and graphical features. vi) Student increase keyboarding skills to 18 WPM. c) By Grade 8 i) Students create word processed documents that employ the majority of formatting and graphical features. ii) Students create spreadsheet tables and graphs that employ a variety of formatting and graphical features. iii) Students create presentations that contain a wide variety of formatting and graphical features. iv) Students increase keyboarding skills to 25 WPM in 7 th grade, and 30 WPM in 8 th grade. 2) Students select and use applications effectively and productively. i) Students select and apply digital tools to collect, organize, and analyze data to evaluate theories. ii) Students understand the strengths and weaknesses associated with presenting ideas as documents, 23

24 presentations, or graphical spreadsheets. iii) Students are capable of navigating the network, accessing applications, and utilizing network hardware. i) Students demonstrate the ability to choose technology applications appropriate to the content. ii) Students integrate a variety of file types to create and illustrate a document or presentation. 3) Students will troubleshoot systems and applications. i) Students are familiar with network architecture. ii) Students use help functions to troubleshoot applications. i) Students navigate, troubleshoot, and resolve issues associated with working with technology in a network environment. 4) Students transfer current knowledge to learning of new technologies. i) Students develop a basic understanding of CPU processing, memory storage devices, and GUI s. i) Students apply the basic understanding of technology to new and emerging technology devices. 24