Archive+2007-08

=**Archive 2007-08 District Technology Committee**=

Below is a draft of our current SOCSD Technology, please review and edit.
= = District Technology Committee 2007-08

Member Position

Mrinalini Rajwar (Chair)....................................................... Director of Technology

Michael Cass....................................................................... LAN Technician Kim Farry.............................................................................. TZE Teacher Lynn Gorey............................................................................ Assistant Superintendent Yubong Ko............................................................................ TZHS Teacher Lawanda Lane..................................................................... CLE Teacher Laura Nuendorf.................................................................... Parent Marisa Premus..................................................................... TZHS Teacher Mary Reilly............................................................................ Library Staff Don Riley.............................................................................. Parent Lillian Rinchiera.................................................................... Data Manager Steve Sherman.................................................................... TZHS Teacher Sheila Silverman.................................................................. TZHS Assistant Principal Greg Smith........................................................................... Parent Randi Stern........................................................................... WOS Teacher Dan Sullivan.......................................................................... SOMS Teacher Karen Swift........................................................................... Special Education Staff Jacob Tanenbaum............................................................... Technology Teacher Dorothy Taylor...................................................................... SOMS Librarian Ann Marie Uhl....................................................................... Board Liason

Executive Summary As the 2002 South Orangetown School District’s 5-Year Technology Plan comes to a close, it is once again important to review and update our plan to provide a roadmap for moving forward. During the 2006-07 year, the District Technology Committee met to review the current technology plan, make suggestions for change, and evaluate specific district technology initiatives. In the course of the year, the Committee: § Rewrote and updated the SOCSD Technology Vision. § Rewrote, significantly condensed, and updated the SOCSD Technology Goals. § Reviewed the District’s computer inventory by building. § Evaluated a network stabilization plan to guide technical work for the next 3 years. § Reviewed the IPA installation for the summer of 2007. § Reviewed district-wide technology policies. § Discussed the Parent Portal in PowerSchool (tabled until 2007-08). § Developed plans for the Committee’s work in 2007-08 which include: o Assement of student and teacher surveys on technology needs and usage. o Evaluation of K-12 Technology Curriculum. o Development of K-12 Model Technology Classrooms to guide future district expenditures in technology.

Some kind of closing statement.

South Orangetown School District (SOCSD) Technology Vision The world is rapidly changing and all students and educators must continue to adapt, respond and flourish in this dynamic environment. Every appropriate tool and application should be made available and utilized to advance learning, to achieve excellence in education, and for the betterment of the community. With this vision in mind, the school community must explore, evaluate and incorporate, on a continuing basis, those technologies that are found to support, enhance and stimulate these goals for all students.

SOCSD Technology Committee

Mandate The SOCSD District Technology Committee is a standing committee comprised of teachers, students, administrators, parents, and community members who meet to explore existing and emerging technolologies and curricula, evaluate their relevance to the District, and recommend future actions and expenditures.

This mandate assures that the District stays current with new and emerging technologies, measures the progress in adding new technologies into existing curriculum, and reports findings and recommendations to the appropriate parties.

SOCSD Technology Goals The South Orangetown Central School District will use the following goals to guide our work towards achieving our technology vision: Goal 1 Use technology to further the education plan of the district, to improve the quality of teaching and learning, to promote the understanding and teaching of technology as a discipline as well as its use as a tool, and to build such understanding into curricula from the earliest practical point while promoting the legal, moral, and ethical use of technology by the community. Goal 2 Make technology resources available to the whole community, stimulate lifelong learning, and maximize the utilization of technology resources. Goal 3 Advance teachers’ technological competencies, provide continual professional development, and continually explore ways to use technology to encourage teachers to customize the curriculum while maintaining the required standards. This equips teachers to use technology to create a stimulating learning environment that enhances the learning process. Goal 4 Evaluate technology to assess that it best matches the goals and vision of the educational community and then recommend and commit resources to acquire and support the technology infrastructure.

(Remaining goals currently being evaluated and rewritten by District Technology Committee) (I thought we got rid of the rest-- DT)

Goal 1

//Use technology to further the educational plan of the district and to improve the quality of teaching and learning and promote the understanding and teaching of technology as a discipline as well as its use as a tool and build such understanding into curriculum from the earliest practical point. Promote the legal, moral and ethical use of technology by the community.//

What do we hope to achieve with this goal?

There should be a direct correlation between curriculum development and the use of technology. The technological skill levels of both teachers and students should be elevated.

How does this goal relate to our vision?

This goal relates to our vision because we believe that "Every appropriate tool and application should be made available and utilized to advance learning..."

How do we track progress towards this goal?

A technology curriculum that parallels and supports the core curriculum with specific, progressive and measurable check-off skills at each grade level. We see teachers and students on the same technological level.

Who is accountable for this goal?

We will hold ourselves accountable through the District's APPR plan. In addition we will survey graduating students to determine whether they felt adequately prepared from a technology perspective for the work at the next level whether it be college, high school or middle school.

Goal 2

//Make technology resources available to the whole community, stimulate lifelong learning and maximize the utilization of technology resources.//

What do we hope to achieve with this goal?

The South Orangetown School District's technology resources should also be made available to the community.

How does this goal relate to our vision?

Our vision states that every appropriate technological tools should be used to "achieve excellence in education and for the betterment of the community..."

How do we track progress towards this goal?

The school district will provide home access to school-based software and online resources. The school district will donate or sell at a low cost computers that are no longer viable in a networked classroom environment to community members.

Goal 3

//Advance teachers’ technological competencies and provide continual professional development. This equips them to use technology to create a stimulating learning environment that enhances the learning process. Continually explore ways to use technology to encourage teachers to customize the curriculum while maintaining the required standards.//

What do we hope to achieve with this goal?

Teacher learning is integral to student learning. We must provide opportunities for teachers to learn about existing and emerging technologies. Enhance learning through the use of technology.

How does this goal relate to our vision?

In a dynamic learning environment, you need to constantly update your skills. A well-designed professional development program is critical to our vision.

How do we track progress towards this goal?

We will measure the number of technology courses and how many teachers take them, monitor the use of software applications and online resources when possible, and track the team meeting and staff meeting time devoted to technology related topics.

There would be numerous and pertinent staff development courses on technology for teachers and courses would include opportunities for articulation and collaboration.

Use of technology is classrooms would lead to more engaged students and increased learning outcomes for students.

Staff development should allow time for teachers to not only learn the technology, but also to integrate it into the curriculum.



Goal 4

//Commit resources to acquire and support the technology infrastructure. Evaluate technology to assess that it best matches the goals and vision of the educational community.//

What do we hope to achieve with this goal?

Consistency of availability and performance of the District's technology. Adequate technology support to insure timely resolution of disruptions. Community-wide support. Stay on the cutting edge of technology and spend our resources wisely.

How does this goal relate to our vision?

This the foundation of the District's vision which aims to provide equitable, current learning opportunities in the area of technology. As technology changes, or needs change and as our needs change,our technology should change.

How do we track progress towards this goal?

Monitor and maintain the age of the infrastructure inventory. Changes in allotted budget.

Offer a community-wide survey to receive input at all levels and use data collection to evaluate effectiveness.

Technology Infrastructure

Computers in Classrooms K-1 3 computers 2-3 3-4 computers 4-5 3 computers 6-8 1 computer 9-12 1 computer

Computer Labs

K-1 mini-lab in library 2-3 1 computer lab 4-5 1 computer lab, laptop cart 6-8 3 computer labs, laptop cart mini-lab 9-12 3 computer labs, 1 laptop cart mini-lab, 1 full class laptop cart

Library Computers

K-1 2 computers 2-3 6 computers 4-5 8 computers 6-8 11 computers 9-12 19 computers

Printers

All classrooms are equipped with black & white laser printers or color inkjet printers. All labs provide both black & white and color laserjet printing.

SmartBoards

K-1 7 2-3 8 4-5 7 6-8 7 9-12 11

Technology Infrastructure (cont.)

Stand-alone Projectors

K-1 2-3 4-5 6-8 9-12

Switch Closet Equipment

K-1 scheduled for update 2007-08 2-3 scheduled for update 2007-08 4-5 updated 2006-07 6-8 updated 2006-07 9-12 updated 2005-06

Network Software

The majority of district computers are Dell loaded with the Microsoft XP operating systems. The district currently operates its servers on Windows Server 2003.

The majority of district computers run Office 2000 and we currently use FirstClass email.

Infrastructure Recommendations

In the fall of 2006, the South Orangetown Central School District (South Orangetown Central School District) asked consultants from the Lower Hudson Regional Information Center (LHRIC) to evaluate the current state of their network and develop a plan for making improvements and modifications that would improve performance for users, move the network to a configuration consistent with industry standards, and create a structure to allow for greater efficiencies in the areas of network support, and hardware and software installation.

During the school year, LHRIC consultants met with the District’s Director of Technology and LAN Technicians to ascertain current problems, priorities and budgetary expectations. We prioritized the District’s goals, took into account current configurations and assessed user practices. Prior to finalization, this report was presented to the District’s Technology Committee (March 2007) for review.

Our recommendations are that the South Orangetown Central School District should undertake the following:


 * Integrate a new email messaging system.
 * Replace administrative computers on a 3 year cycle and instructional computers on a 5 year cycle.
 * Continue the replacement of outdated closet electronics in all buildings.
 * Create district-wide standard images.
 * Move to a more centralized network management structure.

We propose that these recommendations be scheduled to take place over 3 years in order to take advantage of the District’s IPAs to and purchase new equipment at a rate that would allow for its replacement at end of life without fluctuating budget impact.

Detailed Network Stabilization Plan can be found in Appendix B.

Summary Inventory

Detailed inventory can be found on Appendix A.

Appendix A -Detailed Inventory (detailed 2006-07 inventory)

South Orangetown Central School District Technology Curriculum

The following maps represent the manner in which technology is integrated into the curriculum district wide. Sample activities are intended to demonstrate ways in which technology may be used to enhance learning. Students’ work is expected to vary in both content and sophistication as they increase in age.

Curriculum Maps for K through 2nd Grades

(1) Essential Question:

How can we work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom?

Standards:

Children will demonstrate the ability to work in teams on projects in the classroom, or at home involving technology.

Children will email for information for communication with peers, family members or others. Children will work in pairs cooperatively

Sample Activities:

Teams of students research Adopt a Class e-pal projects Student and Parent epal projects

Software Needed:

Email Licenses Internet Access

Hardware Needed:

Complete Lab setup in TZE to afford each child the opportunity to work on a computer.

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Identify and troubleshoot minor technical problems - Retrieve and save files to appropriate locations - Work with other students and/or teachers and experts via distance learning technology - Use simulation software for content area work

Word Processing: - Enter and edit text - Copy, cut, paste and move text, search and replace text - Format text and modify style

Introduced: 2 Continued: Mastered: 2 Assessment: Observation, product, demonstration.

(2) Essential Question:

How can we use input devices to successfully operate computers and other age appropriate technologies?

Standards:

Students will use two hands when typing on the computer. Children will use mouse to select and operate programs

Sample Activities:

Keyboard woman and other events and activities that stress using both hands on the keyboard

Simple Multimedia show with 2 slides. Kids Keys and other software - based activities that stress – Double click, drag, single click.

Hardware Needed:

A full lab with computer for every child – opportunities for kids to sit at a computer and be directed to find letters to type.

Sofware Needed:

Kid keys and Powerpoint.

Skills Needed:

Word Processing: - Enter and edit text

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency

Introduced: K Continued: 1, 2 Mastered: See 3-5 maps Assessment: Observation, product, demonstration

(3) Essential Question:

How can we use a variety of media and technology resources for directed and independent learning activities?

Standards:

Students will be able to access different types of information on a given topic. Students will demonstrate an ability to take and work with digital photos and recorded sound.

Sample Activities:

PowerPoint or other multimedia authoring system Reading Journey Many places friendly faces Internet browse with class

Hardware Needed:

Microphones digital cameras

Skills Needed:

Graphics Programs: - Create graphic elements using paint brushes, pallets and tables - Modify graphics and manipulate graphics - Import and export graphic elements Desktop Publishing: - Input text and graphics

Multimedia Publishing: - Input text and graphics - Design and modify layouts - Incorporate audio and video - Create multimedia in a variety of formats including web based, slide shows and kiosk displays Electronic Research: - Read, use and browse websites - Demonstrate understanding of ethical, legal and moral implications of uses of material

Introduced: K Continued: 1, 2 Mastered: See 3-5 maps

(4) Essential Question:

How can we use developmentally appropriate multimedia resources to support our own learning?

Sample Activities:

Children will create slides for a slideshow, to culminate or summarize science and social studies units using sound, photographs and drawings.

Hardware Needed:

A full lab with computer for each child.

Software Needed:

Kid Pix Studio Powerpoint or other multimedia authoring system. Web and other multimedia tools

Skills Needed:

Multimedia Publishing: - Input text and graphics - Design and modify layouts - Incorporate audio and video - Create multimedia in a variety of formats including web based, slide shows and kiosk displays

Graphics Programs: - Create graphic elements using paint brushes, pallets and tables - Modify graphics and manipulate graphics Desktop Publishing: - Input text and graphics General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Identify and troubleshoot minor technical problems - Integrate two or more technologies to produce multi-media products (e.g. digital camera, computer, video cassette recorder, large monitor, etc.)

Introduced: 2 Continued: Mastered:

(5) Essential Question:

How can students demonstrate positive social and ethical behaviors when using technology?

Standards:

Childen will use the Internet safely, Students will never reveal personal information while using the web Children will critically read websites demonstrating an understanding of the idea that not all information they read is true. Children will adhere to classroom rules.

Sample Activities:

Browse the internet with teachers. Class discussions on internet safety Use children’s search engines at all times.

Hardware Needed:

Computers and web connections for all students.

Software Needed:

Yahooligans Safety rules

Skills Needed:

General Technology Competencies: 0 Use proper vocabulary and terminology for equipment 0 Model the appropriate maintenance, care and operation of various technologies 0 Understand the basics of operating a computer

Electronic Research: 0 Read, use and browse websites 0 Demonstrate understanding of ethical, legal and moral implications of uses of material

=__Introduced: K__= Continued: 1 Mastered: 2 Assessment: Observation, project/product

(6) Essential Question:

What behavior constitutes responsible use of technology systems and software?

Standards:

Students will handle floppy disks and Compact discs in correct ways. Students will handle computer hardware in appropriate ways.

Sample Activities:

Beginning of the year rules

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Identify and troubleshoot minor technical problems

Introduced: K Continued: 1 Mastered: 2 Assessment: Observation

(7) Essential Question:

How can we create developmentally appropriate multimedia products with support from teachers, family members or student partners?

Standards:

Children will browse multi-media presentations and multimedia websites Students will view presentations and learn to use as them as sources of information

Sample Activities:

Browsing content area websites found or created by teachers. Browse multimedia presentations found or created by teachers.

Hardware Needed:

Computers connected to the World Wide Web for each student. Large Screen Monitors

Software Needed:

Web browser K.P. Studio Multimedia authoring system

Skills Needed:

Graphics Programs: - Create graphic elements using paint brushes, pallets and tables - Modify graphics and manipulate graphics Desktop Publishing: - Input text and graphics Multimedia Publishing: - Input text and graphics - Design and modify layouts - Incorporate audio and video

Electronic Research: - Read, use and browse websites - Demonstrate understanding of ethical, legal and moral implications of uses of material General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectivness and efficiency - Work with other students and/or teachers and experts via distance learning technology

Introduced: K Continued: 1 Mastered: 2

(8) Essential Question:

How can we use age appropriate technology resources for the illustration of thoughts, ideas, and stories?

Standards:

Students will create books, reports, stories, poems and presentations (with teacher support)

Sample Activities:

Students will Produce Multimedia presentations with class where each student or group produces a single slide and the teacher brings the work together as a presentation.

Students will publish storybooks on the computer.

Hardware Needed:

Lab with a computer for each child Large Screen Monitors Scanners

Software Needed:

Storybook Weaver Kid Pix Studio Multimeida authoring system

Skills Needed:

Graphics Programs: - Create graphic elements using paint brushes, pallets and tables - Modify graphics and manipulate graphics Desktop Publishing: - Input text and graphics Multimedia Publishing: - Input text and graphics - Design and modify layouts - Incorporate audio and video Electronic Research: - Read, use and browse websites - Demonstrate understanding of ethical, legal and moral implications of uses of material General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Work with other students and/or teachers and experts via distance learning technology

Introduced: K Continued: 1, 2 Mastered: Assessment: Observation K – Students will produce 1 – Students will produce pictures and 2 – Students will produce power point slides and stories

(9) Essential Question:

What are the common uses of technology in daily life and advantages and disadvantages those uses provide?

Standards:

Students will learn that computers area found in many places in daily life Students will demonstrate awareness of the pace of change in technology. Students will list the advantages and disadvantages brought by new technology.

Sample Activities:

Homework – find things at home that contain computers Class Discussion.

Skills Needed:

Electronic Research: - Demonstrate understanding of ethical, legal and moral implications of uses of material General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Identify and troubleshoot minor technical problems - Work with other students and/or teachers and experts via distance learning technology

Introduced: K, 1 Continued: 2 Mastered:

Curriculum Maps for 3rd through 5th Grade

(1) Essential Question:

How can we use general-purpose productivity tools and peripherals to support personal productivity, to remediate skill deficits, and to facilitate learning throughout the curriculum.

Standards:

Students will use the MS Office Suite to complete and enhance classroom assignments.

Sample Activities:

Word Processing, Multimedia Presentations, Creating Newsletters and Graphs.

Software Needed:

MS Office Scanning Software.

Hardware Needed:

Large Screen Monitors, Projectors, Computer Lab, Classroom Computer Pods, Scanner

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency Word Processing: - Create a new document and name a file - Enter and edit text - Open, close and save documents and print text - Copy, cut, paste and move text, search and replace text - Format text and modify style - Incorporate graphics - Use embedded tools such as spell check and thesaurus - Set tabs, indents, margins, line spacing, paper size and orientation Desktop Publishing: - Input text and graphics - Design and modify layouts - Print variety of publications - Import and export data, video and audio Multimedia Publishing: - Input text and graphics - Design and modify layouts - Incorporate audio and video - Incorporate both internal and external hyperlinks - Create linear and non-linear presentation structures - Create multimedia in a variety of formats including web based, slide shows and kiosk displays

Keyboarding: 25 words per minute with 10 fingering

Introduced: 3rd Grade Continued: 4th Grade Mastered: 5th Grade

(2) Essential Question:

How can we use various technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

Standards:

Students will use the MS Office Suite to complete and enhance classroom assignments.

Sample Activities:

Student and Class Presentations. Word Processing, Multimedia Presentations, Creating Newsletters and Graphs. Manipulating Internet graphics and sounds.

Software Needed:

Productivity Package Scanning Software Internet Browser Audio/Video Recording and Editing software.

Hardware Needed:

Large Screen Monitors Projectors Computer Lab Classroom Computer Pods, Scanner

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency Word Processing: - Create a new document and name a file - Enter and edit text - Open, close and save documents and print text - Copy, cut, paste and move text, search and replace text - Format text and modify style - Incorporate graphics - Use embedded tools such as spell check and thesaurus - Set tabs, indents, margins, line spacing, paper size and orientation Desktop Publishing: - Input text and graphics - Design and modify layouts - Print variety of publications - Import and export data, video and audio Multimedia Publishing: - Input text and graphics - Design and modify layouts - Incorporate audio and video - Incorporate both internal and external hyperlinks - Create linear and non-linear presentation structures - Create multimedia in a variety of formats including web based, slide shows and kiosk displays Spreadsheet: - Recognize and navigate through a spreadsheet - Enter and edit information - Identify rows and columns, move between cells - Use labels and values - Sort and arrange by rows and columns - Create graphs and charts from spreadsheet data - Use built in mathematical functions - Import and export data - Build a formula using operations and references (both relative and absolute) - Make changes to a formula - Create original formulas - Manipulate charts and graphics Graphics Program: - Create graphic elements using paint brushes, pallets and tables - Modify graphics and manipulate graphics - Import and export graphic elements - Edit and manipulate media content Electronic Research: - Read, use and browse websites - Evaluate and search critically read websites both in terms of content and source - Use monitored lists and search tools (Yahooligans) - Demonstrate understanding of ethical, legal and moral implications of uses of material

Introduced: 3rd Grade Continued: 4th Grade Mastered: 5th Grade Assessment: Word Processor with graphics

(3) Essential Question:

How can we use telecommunication efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests.

Standards:

Students will be able to search and browse the web and e-mail.

Sample Activities:

E-mail past teachers, other classes.

Software Needed:

First Class Internet Browser

Hardware Needed:

Large Screen Monitors, Projectors, Computer Lab Classroom Computer Pods, Scanner

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Retrieve and save files to appropriate locations - Access and use the network using a personal password - Paginate, set headers and footers, page numbers, use special keys and functions - Understand the basics of how a computer operates - Write a simple 10 line computer program Word Processing: - Create a new document and name a file - Enter and edit text - Open, close and save documents and print text - Copy, cut, paste and move text, search and replace text - Format text and modify style - Incorporate graphics - Use embedded tools such as spell check and thesaurus - Set tabs, indents, margins, line spacing, paper size and orientation - Paginate, set headers and footers, page numbers, use special keys and functions - Use advanced features such as footnotes, annotations, mail merge, outlining and templates - Import and export data to other applications

Introduced: 3rd Grade Continued: 4th Grade Mastered: 5th Grade

=__(4) Essential Question:__=

How can we practice responsible use of technology systems and software?

Standards:

Students will demonstrate appropriate respect for intellectual property and copyright by properly citing copied sections and materials.

Students will adhere to district acceptable use policy.

Student will adhere to rules and standards set for both hardware use and internet access in each building.

Sample Activities:

Visit to [|http://disney.go.com/park/channels/activities/today/flash/index.html] and other sites for internet safety.

Presentations and class discussion.

Rules for computer use clearly displayed and articulated.

=__Software Needed:__=

Internet Browser Presentation Software

=__Hardware Needed:__=

Computers and internet access. Speakers Large Screen Monitors or projectors

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Retrieve and save files to appropriate locations - Access and use the network using a personal password - Paginate, set headers and footers, page numbers, use special keys and functions - Understand the basics of how a computer operates - Write a simple 10 line computer program Electronic Research: - Read, use and browse websites - Evaluate and search critically read websites both in terms of content and source - Use monitored lists and search tools (Yahooligans) - Demonstrate understanding of ethical, legal and moral implications of uses of material

Introduced: 3rd Grade Continued: 4th Grade Mastered: 5th Grade

(5) Essential Question:

How can we create developmentally appropriate multimedia products with support from teachers, family members or student partners?

Standards:

Students will create multimedia slide shows and websites on given topics using multimedia components.

Students will create both linear and non-linear writing on the computers.

Sample Activities:

Creating Multimedia presentations, websites and other multimedia class projects.

Hardware Needed:

Computers with Internet Connections Large Screen Monitors and projectors

Software Needed:

Productivity Package Internet Browser

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Retrieve and save files to appropriate locations - Access and use the network using a personal password - Paginate, set headers and footers, page numbers, use special keys and functions - Understand the basics of how a computer operates - Write a simple 10 line computer program Electronic Research: - Read, use and browse websites - Evaluate and search critically read websites both in terms of content and source - Use monitored lists and search tools (Yahooligans) - Demonstrate understanding of ethical, legal and moral implications of uses of material

Introduced: 3rd Grade Continued: 4th Grade Mastered: 5th Grade

(6) Essential Question:

How can we use age appropriate technology resources for problem solving, communication, and illustration of thoughts, ideas and stories.

Standards:

Students will create concept maps and story outlines using Inspiration Students will create multimedia presentations for class. Students will use email to communicate with other classes.

Sample Activities:

Creation of websites, kiosks and presentations using PowerPoint or other multimedia authoring software. Keypal communication between classes within the district and from other school districts. Concept mapping and outline creation using Inspiration.

Hardware Needed:

Computers with Internet Connections Large Screen Monitors and projectors

Software Needed:

Productivity Package Internet Browser Inspiration

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Retrieve and save files to appropriate locations - Access and use the network using a personal password - Paginate, set headers and footers, page numbers, use special keys and functions - Understand the basics of how a computer operates - Write a simple 10 line computer program Graphics Program: - Create graphic elements using paint brushes, pallets and tables - Modify graphics and manipulate graphics - Import and export graphic elements - Edit and manipulate media context Desktop Publishing: - Input text and graphics - Design and modify layouts - Print variety of publications - Import and export data, video and audio Multimedia Publishing: - Input text and graphics - Design and modify layouts - Incorporate audio and video - Incorporate both internal and external hyperlinks - Create linear and non-linear presentation structures - Create multimedia in a variety of formats including web based, slide shows and kiosk displays Electronic Research: - Read, use and browse websites - Evaluate and search critically read websites both in terms and content and source - Use monitored lists and search tools (Yahooligans) - Demonstrate understanding of ethical, legal and moral implications of uses of material

Introduced: 3rd Grade Continued: 4th Grade Mastered: 5th Grade

(7) Essential Question:

How has the development of digital technology changed our society?

Standards:

Students will understand how technology has evolved in the last century. Students will recognize that technology will continue to change throughout their lives.

Sample Activities:

Class discussion using websites and multimedia presentations to view older technology Discuss devices at home that contain computers.

Hardware Needed:

Computers with Internet Connections Large Screen Monitors and projectors

Software Needed:

Productivity Package Internet Browser

Skills Needed:

General Technology Competencies: - Use proper vocabulary and terminology for equipment - Model the appropriate maintenance, care and operation of various technologies - Understand the basics of operating a computer - Demonstrate knowledge of keyboard - Demonstrate basic 10 finger keyboarding and input skills for increased effectiveness and efficiency - Retrieve and save files to appropriate locations - Access and use the network using a personal password - Paginate, set headers and footers, page numbers, and special keys to functions - Understand the basics of how a computer operates - Write a simple 10 line computer program Electronic Research: - Read, use and browse websites - Evaluate and search critically read websites both in terms of content and source - Use monitored lists and search tools (Yahooligans) - Demonstrate understanding of ethical, legal and moral implications of uses of material

Introduced: 4th Grade Continued: Mastered: 5th Grade

(8) Essential Question:

How can we use technology to organize and process information?

Standards:

Students will use a database to edit, sort, organize and process information.

Sample Activities:

Create and use a simple database with information from core curriculum.

Hardware Needed:

Lab

Software Needed:

Database

Skills Needed:

Database: - Navigate through database program - Enter and edit data - Organize information in a database - Sort and arrange data according to need - Establish linkages and relationships between tables and data - Manipulate data using statistical tools - Designate categories and fields - Generate a variety of reports for printing - Create and modify a variety of layouts - Merge data with other components - Import and export data

Introduced: 3rd Grade Continued: 4th Grade Mastered: 5th Grade

Curriculum Maps for 6th through 12th Grades

(1) Essential Question

How can we apply strategies for identifying and solving routine hardware and software problems that occur during everyday use?

Standards:

Students will demonstrate proper use of equipment. Will recognize and respect virus alerts. Will save frequently and reboot computer when necessary.

Skills:

//General Technology Competencies://

Use proper vocabulary and terminology for equipment. Identify and troubleshoot minor technical problems. Students will demonstrate skill in using a local area and/or wide area network and share resources via the network. Demonstrate ability to use peripherals to gather experimental date (temperature probes, light sensors, etc).

Sample Activities:

Observe day to day use.

Where Introduced:

Continual

Assessment:

Observe

(2) Essential Question

How can students demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society?

Standards:

Compare and contrast both current technology development and the pace of change with development in the past. Compare and contrast traditional artistic mediums with electronic mediums. Students will use computers as a means for artistic expression.

Skills:

//General Technology Competencies://

Use proper vocabulary and terminology for equipment. Demonstrate understanding of the history of technology and its implications for the future.

Sample Activities:

Class discussion. Research current trends in technology. Create work in both electronic and traditional medium - compare and contrast the process.

Software Needed:

Graphics and Internet

Hardware Needed:

Internet, Computer, Scanner and Printer

Where Introduced:

Continual

Assessment:

Continual and Project Based

(3) Essential Question

How can we use content-specific tools, software and simulations to support learning and research?

Standards:

Students will use simulation software to enhance materials discussed in content area class.

Skills:

//General Technology Competencies:// Demonstrate ability to use peripherals to gather experimental date (temperature probes, light sensors, etc.). Use simulation software for content area work.

Sample Activities:

Drawing and rendering using animation software. Graphing calculator work. Simulations: Use Simm City to teach important economic principals at the 12th grade level. Use Simm City to teach the importance and roles of civil institutions at the 7th grade level.

Software Needed:

Content specific software. Simulation.

(4) Essential Question

How can students apply productivity/multi media tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum?

Standards:

Students will prepare multimedia presentations at an appropriate level using multi media tools. Students will incorporate audio and video into their presentations.

Skills:

//General Technology Competencies://

Integrate two or more technologies to produce multi-media products (e.g. digital camera, computer, video cassette recorder, large monitor, etc.).

//Multimedia Publishing://

Input text and graphics. Design and modify layouts. Incorporate audio and video. Incorporate both internal and external hyperlinks. Create linear and non-linear presentation structures.

//Electronic Research://

Read, use and browse websites. Evaluate and search critically read websites both in terms of content and source. Use monitored lists and search tools (Yahooligans). Use un-monitored search tools (Yahoo). Demonstrate understanding of ethical, legal and moral implications of uses of material.

Sample Activities:

Students will create multimedia presentations using a variety of resources. Presentations should contain innovative and original ideas.

Software Needed:

Presentation Software

Assessment:

Project Based Assessment

(5) Essential Question

How can we design and develop, publish and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom?

Standards:

Students will use technology to create web sites and present materials via the Internet and on paper.

Skills:

//Desktop Publishing://

Input text and graphics. Design and modify layouts. Print variety of publications. Import and export data, video and audio.

//Multimedia Publishing://

Input text and graphics. Design and modify layouts. Incorporate audio and video. Incorporate both internal and external hyperlinks. Create linear and non-linear presentation structures. Electronic Research: Read, use and browse websites. Evaluate and search critically read websites both in terms of content and source. Use monitored lists and search tools (Yahooligans). Use un-monitored search tools (Yahoo). Demonstrate understanding of ethical, legal and moral implications of uses of material.

Sample Activities:

Students will use the web as a means to share ideas, as a venue for artistic expression and as a vehicle for exchanging ideas.

Students create and post documents based questions with links to original documents and materials.

Develop a digital art gallery with artist’s statement.

Software Needed:

Internet Web Authoring Systems

Hardware Needed:

Computer with Internet access. Scanner

(6) Essential Question

How can students collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues and information, and to develop solutions or products for audiences inside and outside the classroom?

Standards:

Students will work in groups to produce computer based research organized through both spreadsheets and databases. Skills:

//Database://

Navigate through database program. Enter and edit data. Organize information in a database. Sort and arrange data according to need. Establish linkages and relationships between tables and data. Manipulate data using statistical tools. Designate categories and fields. Generate a variety of reports for printing. Create and modify a variety of layouts. Merge data with other components. Import and export data.

//Spreadsheet://

Recognize and navigate through a spreadsheet. Enter and edit information. Identify rows and columns, move between cells. Use labels and values. Sort and arrange by rows and columns. Create graphs and charts from spreadsheet data. Use built in mathematical functions. Import and export data. Build a formula using operations and references (both relative and absolute). Make changes to a formula. Create original formulas. Manipulate charts and graphics.

//Electronic Research://

Read, use and browse websites. Evaluate and search critically read websites both in terms of content and source. Use monitored lists and search tools (Yahooligans) Use un-monitored search tools (Yahoo). Demonstrate understanding of ethical, legal and moral implications of uses of materials.

Sample Activities:

Construct tables and graphs using spreadsheet. Will incorporate simple formulas. Will design and be able to query a simple database.

Hardware Needed:

Computers with network and internet connections

Software Needed:

Productivity Package

(7) Essential Question

How can we select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems?

Standards:

Students will use graphing calculators to solve mathematical equations. Students will use probeware, robotics and other technology to solve day to day problems.

Skills:

//General Technology Competencies://

Operate a 4 function calculator and apply to problem solving. Operate a scientific calculator and apply to problem solving. Operate a graphing calculator and apply to problem solving. Operate a programmable device, such as a video cassette recorder of copy machine. Demonstrate ability to use peripherals to gather experimental date (temperature probes.light sensors, etc.).

//Word Processing://

Create a new document and name a file. Enter and edit text. Open, close and save documents and print text. Copy, cut, paste and move text, search and replace test. Format text and modify style. Incorporate graphics. Use embedded tools such as spell check and thesaurus. Set tabs, indents, margins, line spacing, paper size and orientation. Paginate, set headers and footers, page numbers, use special keys and functions.

//Graphics Programs://

Create graphic elements using paint brushes, pallets and tables. Modify graphics and manipulate graphics. Import and export graphic elements. Edit and manipulate media content.

//Desktop Publishing://

Input text and graphics. Design and modify layouts. Print variety of publications. Import and export data, video and audio. Electronic Research: Read, use and browse websites Evaluate and search critically read websites both in terms of content and source. Use monitored lists and search tools (Yahooligans). Use un-monitored search tools (Yahoo). Demonstrate understanding of ethical, legal and moral implications of uses of material.

Sample Activities:

Research projects

(8) Essential Question

Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems?

Standards:

Students will select materials in an ethical way with respect to copyright and intellectual property.

Students will critically evaluate all websites they use.

Skills:

W//ord Processing://

Create a new document and name a file. Enter and edit text. Open, close and save documents and print text. Copy, cut paste and move text, search and replace text. Format text and modify style. Incorporate graphics. Use embedded tools such as spell check and thesaurus. Set tabs, indents, margins, line spacing, paper size and orientation. Paginate, set headers and footers, page numbers, use special keys and functions.

//Desktop Publishing://

Input text and graphics. Design and modify layouts. Print variety of publications. Import and export data, video and audio.

//Multimedia Publishing://

Input text and graphics. Design and modify layouts. Incorporate audio and video. Incorporate both internal and external hyperlinks. Create linear and non-linear presentation structures.

//Electronic Research://

Read, use and browse websites. Evaluate and search critically read websites both in terms of content and source. Use monitored lists and search tools (Yahooligans). Use un-monitored search tools (Yahoo). Demonstrate understanding of ethical, legal and moral implications of uses of material.

Sample Activities:

Webquests involving different perspectives on the same issue. Research projects. Website and Multimedia creations.

(9) Essential Question:

What technology based options including distance education best contribute to lifelong learning?

Standards:

Students will use and evaluate web-based distance learning options, on-line discussion groups and courses.

Skills:

Work with other students and/or teachers and experts via distance learning technology

Sample Activities:

Distance learning. Communication with classes and/or experts via remote line. . Participate and evaluate in on-line discussions.

(10) Essential Question

What represents ethical behavior when using technology?

Standards:

Students will select material in a legal and ethical way. Students will demonstrate safe and productive web surfing habits.

Skills:

Demonstrate understanding of ethical, legal and moral implications of uses of material

Sample Activities:

Class discussions. Student presentations Web scavenger hunts.

__Appendix B:__

__Professional Development__