Strategic Long-Range Technology Plan and Integrated Technology Curriculum

EAST DETROIT PUBLIC SCHOOLS Technology Services Department 17116 Ten Mile Road Eastpointe, MI 48021 Lisa Cardamone, Director of Technology Services E-mail: technology@eds.misd.net Voice: (586) 533-3030 Fax: (586) 533-3034 District Code: 50020 ISD: Macomb Intermediate School District Plan URL: http://www.macomb.k12.mi.us/eastdet/techplan.pdf 125 Strategic Long-Range Technology Plan and Integrated Technology Curriculum July 01, 2013 - June 30, 2016 1

TABLE OF CONTENTS Section 1: Cover Page... 1 Table of Contents... 2 Section 2: Introductory Material... 4 District Profile... 5 Introductory Statement... 5 District Vision Statement... 5 District Mission Statement... 5 District Belief Statements... 6 Section 3: Vision and Goals.... 7 Introduction... 7 Technology Beliefs: General, Instruction, Operational... 7 Vision... 8 Goals... 8 126 Section 4: Curriculum Integration... 11 Integrated Technology Curriculum: Grades K-5... 11 Integrated Technology Curriculum: Grades 6-8... 79 Integrated Technology Curriculum: Grades 9-12... 85 Section 5: Student Achievement... 92 Section 6: Technology Delivery... 93 Section 7: Parental Communication and Community Relations... 94 Section 8: Collaboration... 95 Section 9: Professional Development and Technical Training & Support... 96 Section 10: Supporting Resources... 101 Section 11: Infrastructure Needs/Technical Specification and Design... 104 Hardware Standards for the Curriculum Classrooms/Computer Labs/Media Centers... 107 Technology to be Purchased... 108 Software Support... 109 Technical Support... 112 2

Section 12: Increase Access... 113 Section 13: Budget and Timetable... 115 Section 14: Coordination of Resources... 116 Section 15: Monitoring and Evaluation... 117 Section 16: Acceptable Use Policy... 120 APPENDIX : Assistive Technology District Plan... 131 127 3

SECTION 2: INTRODUCTORY MATERIAL Introduction This Strategic Long-Range Technology Plan and Integrated Technology Curriculum is critical because it: 1. Outlines the programs and equipment we have and will strive to implement to enhance and improve student learning. 2. Provides a plan that organizes and identifies specific knowledge to be learned and applied by students and incorporates training and resources for students and staff. Members of the District Technology Committee revised East Detroit Public Schools Strategic Long-Range Plan. These members have worked diligently to align the curriculum with the Michigan Educational Technology Standards and ISTE standards to support student use of technology to improve learning in both the general education and special education classrooms. Attached to this plan is our district s special education assistive technology plan whose purpose is to ensure equal access to assistive technology devices and services so that every student in need of assistive technology can achieve educational success. (See Appendix) 128 Superintendent of Schools: Ms. Joanne C. Lelekatch Board of Education: Mr. Craig Wodecki, President Mr. Paul Seibert, Vice-President Mr. Craig Brozowski, Treasurer Mr. Jon S. Gruenberg, Secretary Mr. Jon G. Gruenberg, Trustee Mrs. Margaret Podsiadlik, Trustee Mrs. Deena Trocino, Trustee District Technology Committee Paul Szymanksi, Executive Director of Instructional Services Annette Kirschenmann, Media Teacher/Specialist Lisa Cardamone, Director of Technology Services Lisa Mullins, Mentor Teacher Paul Achs, Paraprofessional Diane Peters, Middle School Teacher Andrew Bulko, Lead Systems Technician Jodi Pirog, Middle School Asst. Principal Linda Clinton, Literacy Coach Shannon Porter, Director of Special Education Ralph Cochrane, Paraprofessional Mike Reeber, Middle School Teacher Libby Cody, Elementary Teacher Deborah Score, Counselor Pam Fry, Elementary Principal Esther Sherizen, Media Teacher / Elementary Teacher Nina Carver-Hardiewich, Elementary Principal Ersilia Sweeney, Middle School Teacher Fran Hobbs, Principal Suzan Toth, Computer Teacher Kevin Kildea, High School Teacher Tim Woelkers, Secondary Principal 4

District Profile There are many educational, social, and economic challenges facing East Detroit Schools. We are primarily a blue-collar suburban community bordering the city of Detroit, Michigan. East Detroit Public Schools, located in Macomb County, has approximately 3,900 students attending its four elementary schools, one middle school, one high school and an alternative high school. There are 230 certified instructional staff members, 145 support staff, and 16 administrators. The average percentage of students eligible for the free and reduced lunch program is 79%. Recent data indicates our student population continues to increase in terms of cultural diversity. 129 SECONDARY SCHOOLS: ELEMENTARY SCHOOLS: OTHER BUILDINGS: East Detroit High School [Grades 9-12] 15501 Couzens Ave., Eastpointe, MI 48021 Bellview Elementary School [Grades 3-5] 15800 Bell, Eastpointe, MI 48021 Administrative Center (Housed inside Middle School) 24685 Kelly Road, Eastpointe, MI 48021 Kellwood Alternative High School [Grades 9-12] 23750 David, Eastpointe, MI 48021 Crescentwood Elementary School [Grades K-2] 14500 Crescentwood, Eastpointe, MI 48021 Maintenance/Operations & Technology Center 17116 Ten Mile Rd., Eastpointe, MI 48021 Kelly Middle School [Grades 6-8] 24701 Kelly Road, Eastpointe, MI 48021 Forest Park Elementary School [Grades K-2] 18361 Forest Ave., Eastpointe, MI 48021 Pleasantview Elementary School [Grades 3-5] 16501 Toepfer; Eastpointe, MI 48021 Introductory Statement East Detroit Public Schools engaged the services of the Michigan Association of School Boards (MASB) in 2011 to guide the district through a comprehensive process of creating a strategic plan. This process included all stakeholder groups (students, teachers, support staff, community members, business leaders) in the development of vision, mission, beliefs, and strategic/focused goals; forming the foundation/framework of all district efforts and initiatives. District Vision Statement A Gateway to Future Achievement: Inspiring Students to Respect Diversity, Serve their Community, and Excel in a Global Society. District Mission Statement East Detroit Public Schools and its Board of Education have established the following mission statement: In partnership with the community, the East Detroit Public Schools will provide all its students with quality education programs in a safe and nurturing environment so that our graduates are adequately prepared for productive citizenship in a global society. 5

Belief Statements East Detroit Public Schools believes:... our students come first... all students can learn and become productive citizens in a global society... in providing a quality education in a safe and nurturing environment... in inspiring students to respect diversity and serve their community... in providing relevant and rigorous curriculum using research based instructional practices... in a strong partnership with our parents and community... in open two-way communication with both internal and external stakeholders... in integrating and supporting the seamless use of current and future technologies... in leadership and accountability 130 Focus Areas Student Achievement Learning Environment & Facilities Financial Communication/Community Engagement Technology Staff/Professional Development 6

SECTION 3: TECHNOLOGY VISION AND GOALS Introduction At the inception of this original plan, a set of belief statements about technology was developed and was used as the foundation to develop this comprehensive strategic long-range plan and integrated curriculum. At each formal review cycle of our technology plan, these statements are reviewed to determine if they continue to reflect the thoughts, opinions, and principles of our school community. Modifications are then made to incorporate any revised guiding beliefs/principles. Our foundational technology beliefs have been divided into the following groups: 131 GENERAL BELIEFS ABOUT TECHNOLOGY We believe the use of technology enhances and enriches the educational experience of all members of the school community. to remain competitive in our global society, it is critical for the entire school community to learn and apply current and appropriate technologies. access to technology provides equity. successful use of technology increases marketability and self-confidence. technology enhances communication throughout the community. technology opens the doors to exploration of the world. technology impacts our lives and changes society. INSTRUCTION AND CURRICULUM BELIEFS ABOUT TECHNOLOGY We believe: students and staff will use technology safely, responsibly, and effectively. appropriate technology will be effectively integrated into the instructional process throughout all curricular areas. all students will be instructed in the use of age-appropriate technologies in all areas of the curriculum. all members of the educational community will adhere to technology related legal and ethical policies. staff will model the appropriate use of technology. technology promotes independent learning, critical thinking and communication skills. technology enhances creativity. staff development is critical and will be embedded and ongoing. technology extends the abilities of each individual and assists in reaching his/her potential. technology increases motivation for learning. 7

OPERATION AND MANAGEMENT BELIEFS ABOUT TECHNOLOGY We believe technology infrastructure, hardware, and software will be maintained, assessed, upgraded, and continuously funded. all technology related equipment and software will be secure. specialized resources should be shared, not duplicated, whenever feasible. where appropriate, hardware and software purchases should accommodate a variety of operating systems. school district technology should be accessible to members of the community. the district should showcase available technologies to members of the community. 132 Vision We believe that technology is a valuable educational tool, one which can enhance student learning at all levels and expand the scope of the curriculum in many innovative ways. We further believe the understanding of, and access to, technology is vital in the educational plan for all students. Students must be given the opportunity to learn competencies in using technology as a tool for gathering, using and manipulating information, as well as for communication and creative expression. Students also must understand the impact of technology upon society and accept the responsibilities associated with living in today s digital world. Goals The foundational technology goal as outlined in the district s strategic plan is to: Integrate and support the seamless use of current and future technologies throughout the school district to improve student learning and operational efficiencies. Curriculum: We will continue to support the integration of technology throughout the curriculum to improve student learning including updating media centers to be more relevant and engaging for all users (EDPS Strategic Plan Technology Focus Area Objective 2 and 4) 8

Professional Development: We will provide ongoing, job embedded professional development that incorporates the effective use of available technology to support the instructional and management processes of the district. (EDPS Strategic Plan Technology Focus Area Objective 1) Infrastructure: We will continue to identify and implement cost-effective, performance-enhancing infrastructure improvements including emerging technologies. (EDPS Strategic Plan Technology Focus Area Objective 3) Funding and Budget: We will use general funds, grant funds and continually seek other funding sources for hardware and software maintenance and improvements. Monitoring and Evaluation: We will use a variety of data-gathering tools to evaluate the impact of technology on teaching and learning. 133 By using technology to achieve the outcomes in Michigan Content Expectations and Common Core State Standards (CCSS) as well as Michigan Educational Technology Standards and Benchmarks (METS), students will be able to: 1. Use and transfer technological knowledge and skills for life roles (family member, citizen, worker, consumer). 2. Use technologies to retrieve, organize, manipulate, evaluate and communicate information. 3. Apply appropriate technologies to critical thinking, creative expression and decision-making skills. 4. Employ a systematic approach to technological solutions by using resources and processes to create, maintain and improve products, systems and environments. 5. Apply ethical and legal standards in planning, using and evaluating technology. 6. Evaluate the societal and environmental impacts of technology and forecast alternative uses and possible consequences to make informed civic, social and economic decisions. 9

I. CURRICULUM 134 10

SECTION 4: CURRICULUM INTEGRATION Curriculum Integration In our continued efforts to provide enhanced learning opportunities for students and staff, we will be building a district-wide wireless infrastructure. This will provide the foundation for integration of mobile devices for both instructional and management purposes, reducing constraints on accessibility to technology and borderless learning across the entire campus. (2013) In addition, we are upgrading our network infrastructure backbone to 10GB between closets. With the addition of the wireless infrastructure, the potential of adding in many more clients that will generate additional traffic on the network will be controlled. This upgrade will also allow students and staff increased usage of video streaming, large multi-media files, enable faster file copying and ability to support larger file sizes. (2013) 135 East Detroit Public Schools has adopted the Michigan Educational Technology Standards (METS) as our guide for technology integration throughout the curricular areas. The Technology Curriculum Committee is a subgroup of the District Technology Committee and meets to review, evaluate and update technology curriculum goals as needs are identified. In order to develop projects that teachers can use to teach the concepts outlined in the technology curriculum, the District Technology Committee will work with curriculum leaders and school improvement team members to identify district academic deficit areas. Specific projects will be developed that not only address the technology knowledge and skills students should possess to be successful, but will also address deficit curricular concepts that have been identified through district and school improvement processes. The Integrated Technology Curriculum that is outlined in the following sections: Elementary, Middle School and High School, the district included as part of the May 2009 bond program a major classroom improvement technology initiative to ensure integration of technology into the teaching and learning process. All core curriculum classrooms and media centers have access to a computer, interactive whiteboard, document camera, sound amplification system, ceiling mounted video projector and printing capabilities. The timeline for the technology integration into curricula and instruction is an ongoing process. The school improvement plans (SIP) for all buildings include technology integration strategies and activities, including professional development, aligned to the student needs as discerned through analysis of achievement data. 11

136 Michigan Educational Technology Standards (METS) 2009 - PK-8 Checklist by Grade Levels O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class Grades PK through 2 Technology Standards and Expectations (prior to completing Grade 2) PK_2.CI Creativity and Innovation - By the end of Grade 2 each student will: PK K 1 2 1. use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts PK_2.CC. Communication and Collaboration - By the end of Grade 2 each student will: PK K 1 2 1. work together when using digital tools (e.g., word processor, drawing, presentation software) to convey ideas or illustrate simple concepts relating to a specified project 2. use a variety of developmentally appropriate digital tools (e.g., word processors, paint programs) to communicate ideas to classmates, families, and others PK_2.RI. Research and Information Fluency - By the end of Grade 2 each student will: PK K 1 2 1. interact with internet based resources 2. use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library media specialists, parents, or student partners PK_2.CT. Critical Thinking, Problem Solving, and Decision Making - By the end of Grade 2 each student will: PK K 1 2 1. explain ways that technology can be used to solve problems (e.g., cell phones, traffic lights, GPS units) 2. use digital resources (e.g., dictionaries, encyclopedias, search engines, web sites) to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners PK_2.DC. Digital Citizenship - By the end of Grade 2 each student will: PK K 1 2 1. describe appropriate and inappropriate uses of technology (e.g., computers, internet, e-mail, cell phones) and describe consequences of inappropriate uses 2. know the Michigan Cyber Safety Initiative s three rules (Keep Safe, Keep Away, Keep Telling) 3. identify personal information that should not be shared on the Internet (e.g. name, address, phone number) 4. know to inform a trusted adult if they receive or view an online communication which makes them feel uncomfortable, or if someone whom they don t know is trying to communicate with them or asking for personal information PK_2.TC. Technology Operations and Concepts - By the end of Grade 2 each student will: PK K 1 2 1. discuss advantages and disadvantages of using technology 2. be able to use basic menu commands to perform common operations (e.g., open, close, save, print) 3. recognize, name, and label the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, printer) 4. discuss the basic care for computer hardware and various media types (e.g., CDs, DVDs, videotapes) 5. use developmentally appropriate and accurate terminology when talking about technology 6. understand that technology is a tool to help him/her complete a task, and is a source of information, learning, and entertainment 7. demonstrate the ability to navigate in virtual environments (e.g., electronic books, games, simulation software, web sites) 12

137 Michigan Educational Technology Standards (METS) 2009-3 rd to 5 th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class Grades Three through Five Technology Standards and Expectations (prior to completing Grade 5) 3_5.CI. Creativity and Innovation - By the end of Grade 5 each student will: 3 4 5 1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall tale, historical fiction) 2. use a variety of technology tools and applications to demonstrate their creativity by creating or modifying works of art, music, movies, or presentations 3. participate in discussions about technologies (past, present, and future) to understand these developments are the result of human creativity 3_5.CC. Communication and Collaboration - By the end of Grade 5 each student will: 3 4 5 1. use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle, Blackboard) and online resources for group learning projects 2. identify how different software applications may be used to share similar information, based on the intended audience (e.g., presentations for classmates, newsletters for parents) 3. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences 3_5.RI. Research and Information Fluency - By the end of Grade 5 each student will: 3 4 5 1. identify search strategies for locating information with support, from teachers and school library media specialists 2. use digital tools to find, organize, analyze, synthesize, and evaluate information 3. understand and discuss that web sites and digital resources may contain inaccurate or biased information 4. understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources should always be researched 3_5.CT. Critical Thinking, Problem Solving, and Decision Making - By the end of Grade 5 each student will: 3 4 5 1. use digital resources to access information that can assist them in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase) 2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving problems 3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, economy, environment) 13

Michigan Educational Technology Standards (METS) 2009 3 rd to 5 th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class Grades Three through Five Technology Standards and Expectations (prior to completing Grade 5) 3_5.DC. Digital Citizenship - By the end of Grade 5 each student will: 3 4 5 1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social networking, text messaging, cyber bullying, plagiarism) 2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation) 3. describe precautions surrounding personal safety that should be taken when online 4. identify the types of personal information that should not be given out on the Internet (name, address, phone number, picture, school name) 3_5.TC. Technology Operations and Concepts - By the end of Grade 5 each student will: 3 4 5 1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors) 2. describe ways technology has changed life at school and at home 3. understand and discuss how assistive technologies can benefit all individuals 4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage media 5. know how to exchange files with other students using technology (e.g., network file sharing, flash drives) 138 14

139 Michigan Educational Technology Standards (METS) 2009-6 th to 8 th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class Grades Six through Eight Technology Standards and Expectations (prior to completing Grade 8) 6_8.CI. Creativity and Innovation By the end of Grade 8 each student will: 6 7 8 1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity 2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience 3. illustrate a content-related concept using a model, simulation, or concept-mapping software 6_8.CC. Communication and Collaboration By the end of Grade 8 each student will: 6 7 8 1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences 2. use collaborative digital tools to explore common curriculum content with learners from other cultures 3. identify effective uses of technology to support communication with peers, family, or school personnel 6_8.RI. Research and Information Fluency By the end of Grade 8 each student will: 6 7 8 1. use a variety of digital resources to locate information 2. evaluate information from online resources for accuracy and bias 3. understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources should always be researched 4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net) 5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem 6_8.CT. Critical Thinking, Problem Solving, and Decision Making - By the end of Grade 8 each student will: 6 7 8 1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem 2. evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program) 3. gather data, examine patterns, and apply information for decision making using available digital resources 4. describe strategies for solving routine hardware and software problems 15

140 Michigan Educational Technology Standards (METS) 2009-6 th to 8 th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class Grades Six through Eight Technology Standards and Expectations (prior to completing Grade 8) 6_8.DC. Digital Citizenship By the end of Grade 8 each student will: 6 7 8 1. provide accurate citations when referencing information sources 2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, viruses, file-sharing) 3. discuss the consequences related to unethical use of information and communication technologies 4. discuss possible societal impact of technology in the future and reflect on the importance of technology in the past 5. create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources 6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting photos of risqué poses or underage drinking, making threats to others) 7. describe the potential risks and dangers associated with online communications 6_8.TC. Technology Operations and Concepts - By the end of Grade 8 each student will: 6 7 8 1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3) 2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technology-produced materials 3. perform queries on existing databases 4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts) 5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide rationales for using a certain device for a specific purpose 6. use accurate technology terminology 7. use technology to identify and explore various occupations or careers, especially those related to science, technology, engineering, and mathematics 8. discuss possible uses of technology to support personal pursuits and lifelong learning 9. understand and discuss how assistive technologies can benefit all individuals 10. discuss security issues related to e-commerce 16

141 Michigan Educational Technology Standards (METS) 2009-9 th to 12 th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class Grades Nine through Twelve Technology Standards and Expectations (prior to the completion of grade 12) 9_12.CI. Creativity and Innovation By the end of Grade 12 each student will: 9 10 11 12 1. apply advanced software features (e.g. built-in thesaurus, templates, styles) to redesign the appearance of word processing documents, spreadsheets, and presentations 2. create a web page (e.g., Dreamweaver, igoogle, Kompozer) 3. use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, web sites, presentations, photo galleries) 9_12.CC. Communication and Collaboration - By the end of Grade 12 each student will: 9 10 11 12 1. identify various collaboration technologies and describe their use (e.g., desktop conferencing, listserv, blog, wiki) 2. use available technologies (e.g., desktop conferencing, e-mail, videoconferencing, instant messaging) to communicate with others on a class assignment or project 3. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) 4. plan and implement a collaborative project using telecommunications tools (e.g., epals, discussion boards, online groups, groupware, interactive web sites, videoconferencing) 5. describe the potential risks and dangers associated with online communications 6. use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence) 9_12.RI. Research and Information Fluency By the end of Grade 12 each student will: 9 10 11 12 1. develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys) 2. identify, evaluate, and select appropriate online sources to answer content related questions 3. demonstrate the ability to use library and online databases for accessing information (e. g. MEL, Proquest, Infosource, United Streaming) 4. distinguish between fact, opinion, point of view, and inference 5. evaluate information found in selected online sources on the basis of accuracy and validity 6. evaluate resources for stereotyping, prejudice, and misrepresentation 7. understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources must always be researched 8. research examples of inappropriate use of technologies and participate in related classroom activities (e.g., debates, reports, mock trials, presentations) 17

142 Michigan Educational Technology Standards (METS) 2009-9 th to 12 th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class Grades Nine through Twelve Technology Standards and Expectations (prior to the completion of grade 12) 9_12.CT. Critical Thinking, Problem Solving, and Decision Making - By the end of Grade 12 each student will: 9 10 11 12 1. use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning 2. analyze the capabilities and limitations of digital resources and evaluate their potential to address personal, social, lifelong learning, and career needs 3. devise a research question or hypothesis using information and communication technology resources, analyze the findings to make a decision based on the findings, and report the results 9_12.DC. Digital Citizenship By the end of Grade 12 each student will: 9 10 11 12 1. identify legal and ethical issues related to the use of information and communication technologies ( e.g., properly selecting, acquiring, and citing resources) 2. discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society 3. discuss and demonstrate proper netiquette in online communications 4. identify ways that individuals can protect their technology systems from unethical or unscrupulous users 5. create appropriate citations for resources when presenting research findings 6. discuss and adhere to fair use policies and copyright guidelines 9_12.TC. Technology Operations and Concepts - By the end of Grade 12 each student will: 9 10 11 12 1. complete at least one online credit, or non-credit, course or online learning experience 2. use an online tutorial and discuss the benefits and disadvantages of this method of learning 3. explore career opportunities, especially those related to science, technology, engineering, and mathematics and identify their related technology skill requirements 4. describe uses of various existing or emerging technology resources (e.g., podcasting, webcasting, videoconferencing, online file sharing, global positioning software) 5. identify an example of an assistive technology and describe its purpose and use 6. participate in a virtual environment as a strategy to build 21st century learning skills 7. assess and solve hardware and software problems by using online help or other user documentation 8. explain the differences between freeware, shareware, open source, and commercial software 9. participate in experiences associated with technology-related careers 10. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav, wmv, mp3, flv, avi, pdf) 11. understand and discuss how assistive technologies can benefit all individuals 12. demonstrate how to import/export text, graphics, or audio files 13. proofread and edit a document using an application s spelling and grammar checking functions 18

INTEGRATED TECHNOLOGY CURRICULUM: Grades K 5 This curriculum, developed by the District Technology Committee, is designed to establish standards for all elementary schools in East Detroit. This curriculum sets forth learning outcomes for all elementary school students. Media Center teachers are responsible for teaching these outcomes. Students will be introduced to the keyboard as early as kindergarten in all schools. Skills students will need to master at each elementary grade level have been identified. Students will exit the fifth grade being able to type using ergonomically correct posture and positioning. 143 In addition, this curriculum provides that K 5 students will have experiences in word processing at all elementary schools, as well as an introduction of desktop publishing to students in grades 2-5. Our elementary schools will also incorporate technology into all areas of the curriculum. Students will take part in a project-oriented approach to technology. Some projects may include book reviews, class newspapers, book publishing, research reports, introductory multimedia projects and telecommunications with children in other schools. Students will exit elementary school: 1. Having a competency level in keyboarding, 2. Having mastered defined outcomes in word processing and 3. Having demonstrated knowledge in desktop publishing, electronic research, telecommunications and developing multimedia projects. 19

EastDetroitPublicSchools ElementaryTechnologyCurriculumandIntegration OverallGoal: Vehiclefor Instruction Howdoesthislookin theclassroom? Resources&Tools needed Outcomes Make expectations (objectives, rubrics, grading) explicitfrom thestart Include multipleways toengage students Include alternativesto thetext(i.e. 20 144

webresources inbothvideo andaudio formats. Includechecks for understanding toimprove instructionand helpclosethe achievement gap Includeachoice oflearning optionsthat providegreater supportor challengeand 21 145

require students active participation Includeoptions tohelpstudents learnfromthe textand classroom materials (i.e. comprehension supports) Providestepby step instructionsfor usinglearning strategies Provideaccess toclassnotesin variousformats Include multipleways forstudentsto showwhatthey know 22 146

Unit: Introduction to Computers KDG Defining: 1, 2 Locating: 4, 5, 6, 7, 8, 9 Activities: (examples) Use resources supporting Kindergarten curriculum themes *mouse practice activities *type name Assessment: teacher observation Resources: (focus only) *Pixie 2 *Starfall.com *GameGoo(earrobics.com/g amegoo) *other appropriate applications Selecting/Analyzing: 2, 3, 4, 5, 6, 9 147 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Creating/Presenting: 1, 2 Evaluating: 1, 2 23

Unit: Literature Appreciation/Genres KDG Defining: 1, 2, 3 Locating: 1, 2, 3 Selecting/Analyzing: 1, 2, 3, 4, 5, 6, 7, 8, 9 Activities: (examples) Read-alouds supporting Kindergarten curriculum using stories, nursery rhymes, poetry, songs, environmental text, concept books, picture books Assessment: teacher observation Resources: (focus only) *Kindergarten curriculum *MediaCAST *alphabet and counting books 148 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6, 13 Creating/Presenting: 1 Evaluating: 1, 2 24

Class Teacher/s: Year: 149 Unit: Literature Appreciation Kindergarten Unit: Introduction to Computers Kindergarten ORIENTING. Through planned activities the student: knows media center personnel respects property of others, including items on loan from school and media center understands rules for hardware, software use understands that people use many types of technology in their daily lives (e.g., computers, cameras, VCR/DVD, phones, television). respects property of others demonstrates care and respect in the use of materials and equipment including computers INFORMATION PROCESS Units DEFINING. Through planned learning activities the student: 1. discusses a given topic in response to an audio and/or visual stimulus 2. draws on prior knowledge to brainstorm ideas and vocabulary for a given question 3. understands and uses terminology: title, author, illustrator, spine, spine label LOCATING. Through planned learning activities the student: 1. is aware of layout of media center 2. knows location of easy fiction and type of books found there 3. learns borrowing procedures for school resources 4. uses software icon menu on desktop 5. uses keyboard--use of mouse and cursor (point and double clicking), Enter/Return key, locate and click, mouse pad, monitor 25

6. interacts with a variety of applications using mouse 7. uses terminology--monitor, keyboard, mouse, printer 8. starting browser applications 9. locating bookmarked Internet sites with assistance 10. using back/forward navigation arrows in browser SELECTING/ANALYZING. Through planned learning activities the student: 150 1. selects books appropriate to interest and reading ability using browsing techniques 2. uses pictures, objects, etc., to extract information 3. responds to teacher-led discussion relating to pictures, objects, etc. interacts with resources through: 4. following directions 5. listening, observing and viewing 6. identifying a sequence of ideas 7. listening to and retelling stories in correct sequence 8. makes selections using simple scanning techniques involving cover, title and illustrations 9. makes simple decisions and justifies actions ORGANIZING/SYNTHESIZING. Through planned learning activities the student: 1. organizes oral/pictorial information in sequence 2. participates in teacher-led discussion 3. sorts objects according to different characteristics 4. begins to identify patterns and relationships using modeled examples 5. begins to think independently 6. begins to interact with peers in a fair manner 7. interacts with educational software is introduced to the use of simple word processing through: Units 26

8. an awareness of letters on keyboard if interested and ready 9. Opening word processing application 10. entering text, e.g., own name 11. printing document 12. an awareness of delete/backspace key 13. shares information with other children and adults CREATING/PRESENTING. Through planned learning activities the student: 1. creates a response to a task with assistance which uses information selected for the purpose begins to use Paint/Draw on computer with guidance: 2. Drawing tools 151 EVALUATING. Through analysis of outcomes-based criteria the student: 1. respects the rights and opinions of others 2. shares this information with parents 27

Unit: Introduction to Computers 1st Defining: Locating: 6, 7, 8, 9, 10, 11, 12, 13 Activities: (examples) *hand placement on keyboard *activities to support First Grade curriculum *teacher modeling of hardware Assessment: *completion of activities *teacher observation Resources: (focus only) *Elementary keyboarding applications *websites *other appropriate software applications Selecting/Analyzing: 2, 3, 4, 10, 11, 12 152 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 Creating/Presenting: 1, 2, 3, 4, 5 Evaluating: 1, 2 28

Unit: Book Care/Circulation 1st Defining: 1, 2, 5 Locating: 1, 2, 3, 4, 5 Activities: (examples) *book care resources *teacher modeling *library skill activities (check out procedures, etc.) Assessment: *completion of activities *teacher observation Resources: (focus only) *book collection 153 Selecting/Analyzing: 1, 2, 3, 4, 7, 9, 10 Organizing/Synthesizing: 1, 2, 5, 6 Creating/Presenting: Evaluating: 1, 2 29

Unit: Introduction to Word Processing 1st Defining: 3, 4 Locating: 6, 7, 8, 9, 10, 11 Selecting/Analyzing: 3, 4, 5, 6, 7, 8, 9, 10, 11 Activities: (examples) Assessment: *practice typing letters *completion of activities and numbers 1 through 10 *teacher observation *type name using shift key *write a sentence about a story *use of space bar *digital storytelling Resources: (focus only) *Pixie2 *Kidspiration *online resources 154 Organizing/Synthesizing : 1,2, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15 Creating/Presenting: 1, 4, 5 Evaluating: 1, 2 30

Unit: Introduction to Painting/Drawing 1st Defining: 1, 2, 3, 4 Locating: 6, 7, 8, 9, 10, 11 Activities: (examples) *draw seasonal pictures *use paint/draw application to illustrate and support literacy standards *digital storytelling Assessment: *completion of activity *teacher observation Resources: (focus only) *Pixie2 * online resources *other appropriate applications Selecting/Analyzing: 2, 3, 4, 10, 11, 12 155 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6, 8, 9, 12, 13, 14 Creating/Presenting: 1, 2, 3, 4 Evaluating: 1, 2 31

Unit: Easy Fiction & Non Fiction 1st Defining: 1, 2, 3, 4, 5 Locating: 1, 2, 3, 4, 5 Selecting/Analyzing: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 Activities: (examples) *curriculum read-alouds, easy and nonfiction books *Kidspiration literacy activities *Pixie literacy activities *introduce Caldecott medal Assessment: *completion of activities *teacher observation Resources: (focus only) *book collection *MediaCAST 156 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6, 8, 9 Creating/Presenting: 1, 4 Evaluating: 1, 2 32

157 Class Teacher/s: Class: Year: Unit: Book Care/Circulation 1 st Grade Unit: Easy Fiction and Non Fiction 1 st Grade Unit: Introduction to Computers 1 st Grade Unit: Introduction to Word Processing 1 st Grade Unit: Introduction to Painting/Drawing 1 st Grade ORIENTING. Through planned activities the student: knows media center personnel respects property of others, including items on loan from school and media center understands rules for hardware, software use understands that people use many types of technology in their daily lives (e.g., computers, cameras, VCR/DVD, phones, television). demonstrates care and respect in the use of materials and equipment including computers INFORMATION PROCESS Units DEFINING. Through planned learning activities the student: 1. discusses a given topic in response to an audio and/or visual stimulus 2. draws on prior knowledge to brainstorm ideas and vocabulary for a given question 3. categorizes information into lists (written or graphic) 4. brainstorms possible sources of new information 5. understands and uses terminology: title, author, illustrator, spine, spine label LOCATING. Through planned learning activities the student: 1. is aware of layout of Media Center 2. knows location of easy fiction and type of books found there 3. is aware that easy fiction is shelved in alphabetical order according to last name of author 4. learns borrowing procedures for school resources 33

5. differentiates between fiction and nonfiction resources and their location is aware of computer system skills using modeled examples: 6. uses terminology--monitor, keyboard, mouse, printer LOCATING [cont]. Through planned learning activities the student: 7. understands and uses keyboard--space bar, Enter/Return, caps lock, shift 8. interacts with a variety of applications using mouse 9. practices hand placement on keyboard 10. uses file menu to exit program 11. is aware of the Internet as an information source 12. starting browser applications 13. locating bookmarked Internet sites with assistance 14. using back/forward navigation arrows in browser SELECTING/ANALYZING. Through planned learning activities the student: 158 1. selects books appropriate to interest and reading ability using browsing techniques 2. gains information through discussion using pictures, objects, etc. interacts with resources through: 3. following directions 4. listening, observing and viewing in response to focus questions 5. identifying the main idea and key words 6. identifying a sequence of ideas 7. distinguishing between narrative and information texts 8. listening to and retelling stories in correct sequence 9. makes selections using simple scanning techniques involving cover, title and illustrations 10. makes simple decisions and justifies actions 11. records relevant information using modeled examples by arranging ideas, events, and facts in sequence from oral, pictorial, and written sources 12. manipulating graphics, e.g., resizing 34

159 ORGANIZING/SYNTHESIZING. Through planned learning activities the student: 1. organizes oral/pictorial/written information in sequence 2. participates in teacher-led discussion to categorize information 3. sorts objects according to different characteristics 4. identifies patterns and relationships using modeled examples 5. begins to think independently 6. interacts with peers in a fair manner 7. practices hand and finger placement on keyboard 8. participates in group discussion to propose a solution to a problem 9. categorizes information into list format, both written and graphic is introduced to the use of simple word processing through: 10. an awareness of letters on keyboard if interested and ready 11. Opening word processing application 12. entering text, e.g., own name 13. printing document 14. an awareness of delete/backspace key 15. interacts with a variety of educational software CREATING/PRESENTING. Through planned learning activities the student: 1. presents information in oral, written, and/or visual sequence begins to use Paint/Draw on computer with guidance: 2. Drawing tools 3. deletes selected objects 4. creates a response to a task/topic which uses information selected for the purpose 5. presents word processed document containing student's name and a sentence of text, printed with assistance EVALUATING. Through analysis of outcomes-based criteria the student: 1. respects the rights and opinions of others 2. shares this information with parents 35

Unit: Genres (poetry, fairy tales, mysteries, medal winners, fantasy, adventure, nonfiction) 2nd Defining: 1, 2, 3, 4, 5 Locating: 1, 2, 3, 4 **folktales = no magic **fairytales = magic Activities: (examples) *writing *book talks *retelling *award winning books Assessment: *completion of activities *teacher observation Resources: (focus only) *book collection *online resources *MediaCAST *Pixie2 *Stationary Studio *Kidspiration 160 Selecting/Analyzing: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6 Creating/Presenting: Evaluating: 1, 2, 3, 4 36

Unit: Parts of book/circulation 2nd Defining: 1, 2, 3, 4, 5 Locating: 1, 2, 3, 4 Activities: (examples) *teacher modeling (parts of book) *review book care Assessment: *completion of activities *teacher observation Resources: (focus only) *book collection *MediaCAST Selecting/Analyzing: 1, 2, 3, 4, 5, 6, 7, 8, 9 161 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6 Creating/Presenting: Evaluating: 1, 2, 3, 4 37

Unit: Desktop Publishing 2nd Defining: 1, 2, 3, 4, 5, 6 Locating: 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 Activities: (examples) *seasonal activities *writing - add clipart *digital storytelling/reports *letter writing Assessment: *completion of activities *teacher observation Resources: (focus only) *Pixie2 *Stationary Studio *Kidspiration *online resources Selecting/Analyzing: 2, 4, 5, 6, 7, 10, 11, 12, 13 Organizing/Synthesizing : 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 162 Creating/Presenting: 1, 2, 3, 4, 5, 6, 7 Evaluating: 1, 2, 3, 4 38

Unit: Computer Applications / Keyboarding 2nd Defining: 1, 2, 3, 4, 5, 6 Locating: 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 Selecting/Analyzing: 4, 5, 11, 12, 13 Activities: (examples) *teacher modeling - finger placement, posture *computer activities providing reinforcement of second grade curriculum skills *internet safety activities Assessment: *completion of activites *teacher observation Resources: (focus only) *Pixie2 *Stationary Studio *Kidspiration *online resources *other appropriate applications 163 Organizing/Synthesizing: 1, 2, 3, 4, 5, 6, 10 Creating/Presenting: 1, 2 Evaluating: 1, 2, 3, 4 39

Class Teacher/s: Class: Year: Unit: Parts of book/circulation 2 nd Grade Unit: Genres 2 nd Grade Unit: Computer Applications/Keyboarding 2 nd Grade Unit: Media and Graphic Publishing 2 nd Grade ORIENTING. Through planned activities the student: respects property of others, including items on loan from school and Media Center understands rules for computer hardware and software use demonstrates care in the use of materials and equipment including computers INFORMATION PROCESS Units 164 DEFINING. Through planned learning activities the student: 1. discusses a given topic in response to an audio and/or visual stimulus 2. draws on prior knowledge to brainstorm key ideas and vocabulary for a given question 3. categorizes information into lists (written or graphic) 4. brainstorms possible sources of new information 5. understands and uses terminology: title, author, illustrator, spine, spine label, major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, and printer.) 6. recognizes that using a password helps protect the privacy of information. LOCATING. Through planned learning activities the student: 1. is aware of layout of media center and school 2. differentiates between fiction and nonfiction sections of the library and uses the spine label to identify resources 3. is aware that nonfiction resources are shelved in numerical order 4. finds resources in the media center with assistance is aware of computer system skills through modeled examples: 40