Activities (see attached Appendix G) Page 71 of 100

Transcription

1 for I. TECHNOLOGY OPERATIONS AND CONCEPTS A. Demonstrate introductory knowledge, skills and understanding of concepts related to technology 1. Identify CPU, monitor, mouse, printer, projection device See objectives for HCTECH 100, 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. The objectives of the individual classes indicate the tasks being performed by the participants in each one. a. Operate computer hardware and software as an integral component of the teaching and learning process Descriptors a. Operate computer hardware and software as an integral component of administrative responsibilities a. Operate computer hardware and software as an integral component of the teaching and learning process 2. Use input and output devices (mouse, keyboard, remote control) to interact with various 3. Evaluate system capabilities (hardware and software) 4. Discriminate between RAM, ROM and disk storage 5. Install software a CD or floppy disk 6. Install CD and operate CD- ROM Page 71 of 100

2 for 7. Open, manipulate, close and quit, windows, files, folders and software programs Descriptors 8. Access, create and manipulate data 9. Copy and paste objects one application to another 10. Print, publish and communicate electronically 11. Access and store data on networked and stand-alone computers 12. Save and locate files on network, hard and floppy disk b. Store and retrieve personal documents and student files on hard drive, network and floppy disk b. Store and retrieve personal documents and student files on hard drive, network and floppy disk b. Store and retrieve personal documents and student files on hard drive, network and floppy disk 13. Use peripherals including mouse, printer, projection device, digital camera, flatbed scanner c. Use peripheral hardware to extend and enhance instruction c. Use peripheral hardware to support, sustain and enhance administrative tasks c. Use peripheral hardware to extend and enhance instruction Page 72 of 100

3 for 14. Apply basic troubleshooting techniques to solve minor problems (freeze, force quit, select printer, partition memory) d. Troubleshoot basic operating system malfunctions Descriptors d. Troubleshoot basic operating system malfunctions d. Troubleshoot basic operating system malfunctions 15. References hardware and software documentation for troubleshooting tips 16. Seek technical assistance for complex troubleshooting issues 17. Communicate using computer terminology to articulate technological ideas e. Seek appropriate technical assistance as needed to maintain classroom technology f. Use appropriate computer terminology when planning and delivering instruction e. Secure appropriate technical assistance as needed to maintain administrative technology f. Use appropriate computer terminology to lead technology planning sessions e. Seek appropriate technical assistance as needed to maintain classroom technology f. Use appropriate computer terminology when planning and delivering instruction g. Use computer terminology to articulate technical problems g. Use appropriate computer terminology to describe and identify technical support needs g. Use computer terminology to articulate technical problems h. Use appropriate computer h. Use appropriate computer terminology to communicate terminology to facilitate instructional software and technical purchasing and local hardware needs installation transactions h. Use appropriate computer terminology to communicate instructional software and hardware needs i. Use appropriate computer terminology to supervise local infrastructure, hardware and software installations Page 73 of 100

4 for B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging 18. Use that are essential and prevalent in the workplace 1. Apply increasingly advanced technological practices and knowledge in a classroom setting See objectives for HCTECH 100, 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. i. Demonstrate competency using basic software applications: word processor, database, spreadsheet, , Internet, instructional a. Participation in learning opportunities that heighten awareness to new applications of technology in classroom settings Descriptors j. Demonstrate competency using basic software applications: word processor, database, spreadsheet, , Internet, student information a. Participation in learning opportunities that heighten awareness to new applications of technology in classroom and administrative settings i. Demonstrate competency using basic software applications: word processor, database, spreadsheet, , Internet, instructional a. Participation in learning opportunities that heighten awareness to new applications of technology in classroom settings II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners 1. Identify appropriate and relevant to advance specific academic standards See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. a. Plan assignments and tasks that require applications of in an authentic, real world context a. Plans, budgets, purchases and appropriates classroom to support authentic, real world learning environments a. Plan assignments and tasks that require applications of in an authentic, real world context Page 74 of 100

5 for 2. Connect classroom activities with real world applications of 3. Appropriate a variety of to facilitate interdisciplinary teaching and learning b. Plan for instructional to accommodate objectives in multiple disciplines (content areas) Descriptors b. Plan, budget and purchase technology resources to enable and empower learners with diverse backgrounds, charachteristics and abilities c. Plans, budgets, purchases and appropriates classroom to accommodate interdisciplinary teaching and learning b. Plan for instructional to accommodate objectives in multiple disciplines (content areas) 4. Plan a variety of strategies for using to support learning for all students 5. Design curricular activities in which teachers use a variety of to present lesson objectives 6. Plan technology enhanced projects that position the teacher as a mentor or coach of individual and small group projects d.engage community partners in providing financial and motivational incentives for use of in the schools e.involve stakeholders in planning, policy and assessment of technology integration programs f. Communicate educational/instructinal technology strategies to the school community, external stakeholders and media Page 75 of 100

6 for 7. Design technology tasks that are gratifying, challenging and non-threatening Descriptors g. Engage the expertise and resources of community partners through telementoring and expert forums 8. Empower students to identify and select relevant topics as a focus for technology projects 9. Design technology tasks around student interest and intrinsic motivation and make learning contextual 10. Construct technology projects to support students in making learning connections across multiple disciplines h. Ensure the opportunity for students to identify and select relevant topics for technology projects. 11. Design small group, technology enhanced projects that maximize time-on-task for all students 12. Design small group, technology enhanced projects that assist students in building social skills, respect for diversity and interdependence c. Plan cooperative learning tasks to maximize the use of school and classroom d. Plan cooperative learning tasks to support opportunities for socialization and peer interaction i. Ensure that all students have opportunities to collaborate with peers in using classroom c. Plan cooperative learning tasks to maximize the use of school and classroom d. Plan cooperative learning tasks to support opportunities for socialization and peer interaction Page 76 of 100

7 for B. Apply current research on teaching and learning with technology when planning learning environments and experiences 13. Design small group, technology enhanced projects to improved self-esteem and attitudes toward learning and school 1. Plan relevant learning activities that assist students in meeting academic standards by using methods identified in scholarly research 2. Plan whole group technology activities to establish common background knowledge and make learning connections See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. a. Design instructional practice on research-based principles Descriptors a. Provide faculty professional development opportunities that integrate research-based practice in the use of modern b. Plan for use of b. Provide opportunity for and technology as a tool through evaluate transfer of learning which students construct professional development new knowledge to classroom practice a. Design instructional practice on research-based principles b. Plan for use of technology as a tool through which students construct new knowledge 3. Use to synthesize and extend group knowledge 4. Plan small group technology activities for student rehearsal of lesson objectives and technology skills c. Design an active, cooperative, technology enhanced learner-centered environment c. Create an environment and schedule opportunities for professional planning and collaboration c. Design an active, cooperative, technology enhanced learner-centered environment Page 77 of 100

8 for 5. Plan for support of small group learning through group facilitation and coaching stratgies 6. Design technology projects that require peer tutoring and Each One, Teach One 7. Plan for integration of peer tutoring strategies to advance content knowledge and assimilation of a technology skill set 8. Design technology projects which employ peer tutoring strategies to accelerate learning d. Design technology assignments and tasks to promote peer-to-peer teaching Descriptors d. Design technology assignments and tasks to promote peer-to-peer teaching 9. Design technology tasks to support student inquiry and discovery 10.Design technology enhanced activities to promote active processing of experience and assimilation of knowledge e. Design technology assignments and tasks to connect technology to best pedagogical practice e. Design technology assignments and tasks to connect technology to best pedagogical practice 11. Design and use technologybased activities to promote student language exchange Page 78 of 100

9 for 12. Designs technology tasks to include opportunities for analysis and synthesis through reflection f. Plan technology enhanced tasks to heighten student awareness of thinking processes (metacognition) Descriptors f. Plan technology enhanced tasks to heighten student awareness of thinking processes (metacognition) C. Identify and locate technology resources and evaluate them for accuracy and suitability 13. Reference professional publications for recent professional research surrounding technology integration 1. Identify technology resources available through the school or school district 2. Recommend appropriate computer hardware to support instruction (platform, RAM, ROM, processing speed, modem, etc.) 3. Select appropriate peripherals to support instruction (printers, projection devices, digital cameras, scanners) See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. g. Maintain a current knowledge base of best practices related to technology integration d. Observe and document evidence of current knowledge as integrated in lesson planning a. Consult with media/ a. Organize and manage a technology specialists to technology leadership identify hardware, software committee to address, serve and and technology in the school respond to school technology or school system needs and issues g. Maintain a current knowledge base of best practices related to technology integration a. Consult with media/ technology specialists to identify hardware, software and technology in the school or school system Page 79 of 100

10 for 4. Locate, evaluate and select software for appropriate grade/subject to advance specific curricular objectives b. Match appropriate instructional to learning objectives, grade level and subject area when planning technology enhanced lessons Descriptors b. Match appropriate instructional to grade level curriculum standards when planning technology budgets and making purchasing decisions b. Match appropriate instructional to learning objectives, grade level and subject area when planning technology enhanced lessons 5. Locate, evaluate and select a variety CDs to advance specific curricular objectives 6. Locate, evaluate and select a variety of laser discs to advance specific curricular objectives D. Plan for the management of technology resources within the context of learning activities 7. Locate, evaluate and select Internet resources to advance specific curricular objectives 9. Locate, evaluate and select ancillary software support materials (user manuals, instructional material supplements) 1. Develop classroom management strategies to ensure equitable use of school for all students See objectives for HCTECH 101, 201,102, 202, 103, 203, 105, 107, 108, 109, 110. a. Plan for all students to have access to school and classroom as an integral part of lesson activity a. Plan for distribution of technology to ensure that all teachers and students have equal and easy access to school resources a. Plan for all students to have access to school and classroom as an integral part of lesson activity Page 80 of 100

11 for Descriptors E. Plan strategies to manage student learning in a technology-enhanced environment III. TEACHING, LEARNING AND THE CURRICULUM 2. Develop classroom management strategies to ensure maximum access to and use of by students 1. Assign specific computerbased tasks as an integral part of lesson activity 2. Develop rotation strategies to move individal students and small groups through computer workstations 3. Develop systems to ensure that all students have completed computer-based tasks 4. Arrange classroom to facilitate rotation of student groups to computer workstations See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. a. Design and implement rotation strategies to ensure that all students have equal access to needed to complete lesson activity a. Assure that all students have the opportunity to learn in a technology-rich environment a. Design and implement rotation strategies to ensure that all students have equal access to needed to complete lesson activity Page 81 of 100

12 for A. Facilitate technologyenhanced experiences that address content standards and student technology standards 1. Use the Quality Core Curriculum Content for reference and lesson planning 2. Use Learning Connections to locate Quality Core Curriculum Content and related online resources 3. Access a collection of software that correlates to insturctional area and/or grade level Quality Core Curriculum Content 4. Maintain a collection of URLs that correlate to subject area and grade level Quality Core Curriculum Content See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. a. Present technology enhanced lessons to include QCC Content, IEP, materials,, assessment Descriptors a. Facilitate the development of a vision for technology integration in the context of a standards-based teaching b. Provide proactive support and practical direction for use of in support of standards-based teaching a. Present technology enhanced lessons to include QCC Content, IEP, materials,, assessment Page 82 of 100

13 for 5. Identify for Students as age and grade appropriate technology standards b. Implement lessons that simultaneously assist students in building content knowledge and skills in the use of a variety of modern Descriptors c. Ensure that faculty and staff engage students in the appropriate use of b. Implement lessons that simultaneously assist students in building content knowledge and skills in the use of a variety of modern B. Use technology to 1. Use a variety of support learner-centered to build a curriculum that strategies that address the promotes interdisciplinary diverse needs of students connections 2. Use a variety of to extend, expand and enrich interdisciplinary topics See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. c. Model the use of modern in the context of curricular lessons d. Assign academic tasks that require students to apply developmentally appropriate technology skills a. Implements interdisciplinary lessons in which technology is used as an instructional tool b. Use information in the context of a coherent, integrated curriculum d. Use a variety of data to measure student mastery of content and technology standards a. Provide direction for use of to support a variety of instructional strategies to meet the diverse learning needs of students c. Model the use of modern in the context of curricular lessons d. Assign academic tasks that require students to apply developmentally appropriate technology skills a. Implements interdisciplinary lessons in which technology is used as an instructional tool b. Use information in the context of a coherent, integrated curriculum Page 83 of 100

14 for 3. Use a variety of technology enhanced projects to promote interdisciplinary connections 4. Employ a variety of and applications to meet individual student learning styles and special needs c. Use technology to accommodate student learning styles, individual and academic needs Descriptors c. Use technology to accommodate student learning styles, individual and academic needs 5. Use a variety of software genres to meet individual student learning styles and special needs 6. Customizes hardware, software to support individual student learning styles and special needs (bi-lingual, remedial, accelerated) 7. Observe demonstrations of adaptive assistive designed to accomodate special needs 8. Structure technology tasks around real problems that extend learning beyond the classroom and school building d. Identify and provide recommendations and assistive as addressed in the lesson plan and IEP e. Deliver instructional units/ lessons that use a variety of software, hardware, and learning tools to support instruction d. Identify and provide recommendations and assistive as addressed in the lesson plan and IEP e. Deliver instructional units/ lessons that use a variety of software, hardware, and learning tools to support instruction Page 84 of 100

15 for 9. Use distance learning, global satellite feed, television, phone or computer to move learning beyond the school or classroom Descriptors 10. Structure technology tasks to include whole group, small group and individual learning activities based on students' learning styles and needs 11. Guide technology tasks to promote opportunities for cooperation, collaboration and socialization. 12. "Coach" technology tasks by requiring self-appraisal, selfmanagement, learner performance and reflection 13. Establish a learner-centered classroom characterized by productive use of to meet academic standards f. Deliver instructional units/ lessons that reflect best practices for teaching and accelerated learning with f. Deliver instructional units/ lessons that reflect best practices for teaching and accelerated learning with Page 85 of 100

16 for C. Apply technology to 1. Present and use a variety of develop students' higher technology-based information order skills and creativity resources for student inquiry and research 2. Present and use a variety of productivity tools (word processing, database, spreadsheet, multimedia, web authoring) to advance curricular objectives See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. a. Facilitate student analysis, synthesis and evaluation of information resources b. Facilitate student analysis of productivity tools to select an appropriate tool for a specific learning tasks c. Presents a variety of support materials that assist students in mastering learning tasks independently Descriptors a. Provide proactive support and practical direction for use of to advance expert content knowledge and technical skills a. Facilitate student analysis, synthesis and evaluation of information resources b. Facilitate student analysis of productivity tools to select an appropriate tool for a specific learning tasks c. Presents a variety of support materials that assist students in mastering learning tasks independently 3. Model technology activities by explaining and naming task strategies 4. Model explicit steps in how to use 5. Model specific strategies for assessment and self- evaluation of an assigned task d. Presents technology enhanced lessons that lead students to analyze, synthesize and evaluate relevent problems d. Presents technology enhanced lessons that lead students to analyze, synthesize and evaluate relevent problems Page 86 of 100

17 for 6. Teach technology enhanced lessons that require students to analyze, interpret, predict and synthesize information 7. Teach technology enhanced lessons that support making learning connections and creating new understandings 8. Lead dialogue about technology tasks to predict, question, clarify, summarize and to self-appraise 9. Use technology to require students to construct responses, to elicit higher order thinking in addition to basic skills Descriptors 10. Use cooperative learning strategies to advance content learning, critical thinking skills and a technology skill set D. Manage student learning activities in a technology-enhanced environment 1. Models computer skills and software tools in the context of curricular activity See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. a. Arrange and manage physical space to promote and enhance the use of a. Arrange flexible schedules and organizational structures to promote technology-enhanced, active, cooperative, projectbased learning a. Arrange and manage physical space to promote and enhance the use of Page 87 of 100

18 for 2. Employs management strategies that accommodate technology as an integral component of classroom activity 3. Establishes routine rotation strategies that allow equitable student access to classroom 4. Establishes clearly defined procedures for student rotations b. Manage student movement within the physical space to promote and enhance the use of Descriptors b. Appropriate physical space and school to accommodate a variety of grouping strategies b. Manage student movement within the physical space to promote and enhance the use of 5. Employs the use of multimedia, hypermedia, and telecommunications to extend classroom experiences via virtual visits or field trips 6. Establishes clearly defined procedures for whole group, cooperative group and independent use of c. Direct technology enhanced lessons to accommodate a variety of grouping strategies IV. ASSESSMENT AND EVALUATION Page 88 of 100

19 for A. Apply technology in 1. Use learner appropriate assessing student electronic performance rubrics learning of subject matter to assess student performance using a variety of against specific standards assessment techniques HCTECH 101, 201, 102, 202, 107, 109, 110 Descriptors a. Ensure that a variety of assessment measures are employed to assess student learning B. Use technology resources to collect and analyze data, interpret results and communicate findings to improve instructional practice and maximize student learning 2. Use electronic performance rubrics to identify student strengths and weaknesses in performance of a technology task 1. Use electronic grading tools to collect and aggregate student data 2. Use electronic grading tools to generate individual and class reports of student progress HCTECH 102, 202, 107, 109, 110, 111 a. Disaggregate school data provided by standardized tests and interpret results to improve student learning b. Communicate research-based findings that correlate to improved student learning 3. Use online grading and reporting tools to asynchronously communicate data to students and parents Page 89 of 100

20 for C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication and productivity 1. Assess mastery of curriculum objectives and computer skills within the context of authentic, performance-based tasks HCTECH 101, 201, 102, 202, 106, 107, 108, 109, 110, 111 a. Quantify student technology skill acquisition in the context of instructional tasks Descriptors a. Endorse performance-based standards that define appropriate use of by sutdentsat each grade level a. Quantify student technology skill acquisition in the context of instructional tasks 2. Use a learner appropriate performance rubric to define specific performance criteria to be assessed at completion of a technology enhanced project. 3. Assess student learning based on clear criteria that is presented to students at the onset of the technology enhanced projects 4. Assess learning as a part of the technology enhanced project, providing students with information on the quality of their learning 5. Uses assessment as an opportunity for coaching and redirection b. Use technology enhanced projects to prompt authentic assessment methods c. Establish clear criteria upon which student performance will be measured d. Use assessment as an opportunity for teaching and learning b. Measure the efficacy of programs and teachers in empowering students to meet the performance-based criteria at each grade level b. Use technology enhanced projects to prompt authentic assessment methods c. Establish clear criteria upon which student performance will be measured d. Use assessment as an opportunity for teaching and learning Page 90 of 100

21 for 6. Promote student selfassessment of tasks defined in an interdisciplinary rubric created for a specific technology enhanced project 7. Use feedback professional colleagues to assess and improve technology projects 8. Collaborate and communicate with students to assess technology enhanced projects e. Use self-assessment as an opportunity for teaching and learning f. Use assessment as an opportunity to redesign and improve instruction Descriptors e. Use self-assessment as an opportunity for teaching and learning f. Use assessment as an opportunity to redesign and improve instruction V. PRODUCTIVITY AND PROFESSIONAL PRACTICE A. Use technology 1. Conduct a simple Internet resources to engage in search for general information ongoing professional development and lifelong learning 2. Use Internet educational directories for research and curriculum support HCTECH 107, 108, 109, 110, 111 a. Use the Internet for research and professional reference a. Use the Internet for research and professional reference a. Use the Internet for research and professional reference Page 91 of 100

22 for B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning 3. Identify local and virtual resources for technology professional development 4. Develop technology skills that enable use of information for lifelong learning 1. Collaborate with a school team to plan for technology professional development for peer teachers 2. Collaborate with grade level peers to critically evaluate technology enhanced lessons 3. Reflect on individual practices to assess the value and need for technology integration for improved student learning outcomes HCTECH 107, 109, 110, 111 b. Locate and access technology resources for personal and professional development c. Use modern to shape the role of the teacher as a life-long learner a. Examine professional practice to critically evaluate the value of modern in the contemporary classroom Descriptors b. Locate and access technology resources for personal and professional development c. Use modern to shape the role of the school administrator as a life-long learner a. Examine professional practice to critically evaluate the value of modern in the contemporary school and school district b. Manage staff, programs and funding to allow for planning and preparation for integration of technology in teaching and student learning b. Locate and access technology resources for personal and professional development c. Use modern to shape the role of the teacher as a life-long learner a. Examine professional practice to critically evaluate the value of modern in the contemporary classroom Page 92 of 100

23 for C. Apply technology to increase productivity 1. Select and use computer software, hardware and peripherals as tools for managing and completing personal and professional tasks 2. Use technology to manage and minimize repetitive tasks (lesson plans, routine correspondence, reports) 3. Use presentation software to create and present information 4. Use software to develop schedules, rosters, curricular materials and information forms and other professional documents 5. Use productivity software to create, update and maintain a collection of lesson plans 6. Use software to collect data such as grades, attendance, student records HCTECH 100, 101, 201, 102, 202, 103, 202, 104, 202, 105, 106, 107, 108, 109, 110, 111 a. Use to increase personal and professional productivity b. Create multimedia presentations to disseminate information. c. Create management and instructional materials (rosters, rubrics, storyboards, recording sheets, task cards) d. Organize and manage general student information electronically (class rosters, student information databases, gradebooks) Descriptors a. Use to increase personal and professional productivity b. Create multimedia presentations to disseminate information. c. Create management and instructional materials (parent communications, newsletters, online message boards) d. Organize and manage general student information electronically (school rosters, student information databases, attendance records) a. Use to increase personal and professional productivity b. Create multimedia presentations to disseminate information. c. Create management and instructional materials (rosters, rubrics, storyboards, recording sheets, task cards) d. Organize and manage general student information electronically (class rosters, student information databases, gradebooks) Page 93 of 100

24 for 7. Use Internet resources to collect lesson plans, instructional ideas and to access technology projects e. Use web-based to accomplish specific personal and professional tasks Descriptors e. Use web-based to accomplish specific personal and professional tasks e. Use web-based to accomplish specific personal and professional tasks D. Use technology to communicate and collaborate with peers, parents and the larger community in order to nurture student learning 1. Use multimedia to correspond with students, parents, administrators, peers 2. Use , listservs to collaborate and communicate with students, parents, administrators, peers HCTECH 100, 103, 203, 106, 107, 111 a. Use presentation software for routine communications (information kiosks, daily agendas, announcements) a. Use presentation software for routine communications (information kiosks, daily schedules, announcements) b. Use and web-based b. Use technology tools to publications to communicate communicate with teachers, with students, parents, parents, peer administrators, administrators, peers community members and accrediting agencies c. Use to expedite professional communication and collaboration c. Use to expedite professional communication and collaboration a. Use presentation software for routine communications (information kiosks, daily agendas, announcements) b. Use and web-based publications to communicate with students, parents, administrators, peers c. Use to expedite professional communication and collaboration 3. Select and operates phone and fax for personal and professional communication 4. Use telecommunication protocols including netiquette, privacy and authenticity of information d. Use a variety of to plan, communicate, collaborate and establish peer feedback loops d. Use a variety of to plan, communicate, collaborate and establish peer feedback loops d. Use a variety of to plan, communicate, collaborate and establish peer feedback loops Page 94 of 100

25 for Descriptors VI. SOCIAL, ETHICAL, LEGAL AND HUMAN ISSUES A. Model and teach legal and ethical practice related to technology use 1. Model practices that promote ethical and legal uses of technology resources 2. Understand and uphold software copyright laws, protocols and netiquette 3. Explain and enforce Acceptable Use Policy of school or district 4. Adhere to copyright laws and rights to intellectual property for internet resources HCTECH 106, 107, 109, 110, 111 a. Practice legal, ethical social responsibility in the use of information b. Identify and communicate clear rules, polcies and procedures to support legal and ethical use of in the classroom a. Establish clear rules, policies and procedures to support legal and ethical use of in the school setting b. Practice legal, ethical social responsibility in the use of information a. Practice legal, ethical social responsibility in the use of information b. Identify and communicate clear rules, polcies and procedures to support legal and ethical use of in the classroom Page 95 of 100

26 for B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities 1. Identify as a tool for meeting the needs of diverse learners 2. Select a variety of software and web-based resources in instruction to meet the needs of diverse learners C. Identify and use technology resources that affirm diversity 1. Collect and use a variety of software and web-based resources to highlight and celebrate diversity D. Promote safe and healthy use of technology 1. Establish classroom policies resources and procedures that ensure ethical use of 2. Enforces discipline policies for ethical infractions in the use of in the classroom See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. See objectives for HCTECH 101, 201,102, 202, 103, 203, 104, 204, 105, 106, 107, 108, 109, 110, 111. HCTECH 107, 109, 110, 111 Descriptors a. Provide technology resources that affirm diversity Page 96 of 100

27 for E. Facilitate equitable access to technology resources for all students 1. Establish classroom policies and procedures that ensure equitable use of by all students HCTECH 107, 109, 110, 111 Descriptors a. Use school resources to bridge the digital divide Page 97 of 100