1. understand that people use many types of technologies in their daily lives (e.g., computers, cameras, audio/video players, phones, televisions)

2. identify common uses of technology found in daily life

3. recognize, name, and will be able to label the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, and printer)

4. identify the functions of the major hardware components in a computer system

5. discuss the basic care of computer hardware and various media types (e.g., diskettes, CDs, DVDs, videotapes)

6. use various age-appropriate technologies for gathering information (e.g., dictionaries, encyclopedias, audio/video players, phones, web resources)

7. use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story)

8. recognize the functions of basic file menu commands (e.g., new, open, close, save, print)

9. proofread and edit their writing using appropriate resources including dictionaries and a class developed checklist both individually and as a group

1. discuss ways technology has changed life at school and at home

2. discuss ways technology has changed business and government over the years

3. recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly

4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)

5. know proper keyboarding positions and touch-typing techniques

6. manage and maintain files on a hard drive or the network

7. demonstrate proper care in the use of hardware, software, peripherals, and storage media

8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives)

9. identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences

10. identify search strategies for locating needed information on the internet

11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups

1. use proper keyboarding posture, finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in operating a computer

2. use appropriate technology terminology

3. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technology-produced products

4. understand that new technology tools can be developed to do what could not be done without the use of technology

5. describe strategies for identifying and preventing routine hardware and software problems that may occur during everyday technology use

6. identify changes in hardware and software systems over time and discuss how these changes affected various groups (e.g., individual users, education, government, and businesses)

7. discuss common hardware and software difficulties and identify strategies for trouble-shooting and problem solving

8. identify characteristics that suggest that the computer system hardware or software might need to be upgraded

9. identify a variety of information storage devices (e.g., floppies, CDs, DVDs, flash drives, tapes) and provide a rationale for using a certain device for a specific purpose

10. identify technology resources that assist with various consumer-related activities (e.g., budgets, purchases, banking transactions, product descriptions)

11. identify appropriate file formats for a variety of applications

12. use basic utility programs or built-in application functions to convert file formats

13. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups

1. discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software)

2. identify the capabilities and limitations of emerging communication resources

3. understand the importance of both the predictable and unpredictable impacts of technology

4. identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role as a lifelong learner

5. understand the purpose, scope, and use of assistive technology

6. understand that access to online learning increases educational and workplace opportunities

7. be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills

8. understand the relationship between electronic resources, infrastructure, and connectivity

9. routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency

10. assess and solve hardware and software problems by using online help or other user documentation and support

11. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)

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

1. identify common uses of information and communication technologies

2. discuss advantages and disadvantages of using technology

3. recognize that using a password helps protect the privacy of information

4. discuss scenarios describing acceptable and unacceptable uses of age-appropriate technology (e.g., computers, phones, 911, internet, email) at home or at school

5. discuss the consequences of irresponsible uses of technology resources at home or at school

6. understand that technology is a tool to help complete a task

7. understand that technology is a source of information, learning, and entertainment

8. identify places in the community where one can access technology

1. identify cultural and societal issues relating to technology

2. discuss how information and communication technology supports collaboration, productivity, and lifelong learning

3. discuss how various assistive technologies can benefit individuals with disabilities

4. discuss the accuracy, relevance, appropriateness, and bias of electronic information sources

5. discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cellphones, PDAs, wireless connectivity) and describe consequences of inappropriate use

6. discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws

7. use age-appropriate citing of sources for electronic reports

8. identify appropriate kinds of information that should be shared in public chat rooms

9. identify safety precautions that should be taken while on-line

10. explore various technology resources that could assist in pursuing personal goals

11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals

1. understand the potential risks and dangers associated with on-line communications

2 . identify security issues related to e-commerce

3. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, spam, viruses, file-sharing)

4. describe possible consequences and costs related to unethical use of information and communication technologies

5. discuss the societal impact of technology in the future

6. provide accurate citations when referencing information from outside sources in electronic reports

7. use technology to identify and explore various occupations or careers

8. discuss possible uses of technology (present and future) to support personal pursuits and lifelong learning

9. identify uses of technology to support communication with peers, family, or school personnel

1. identify legal and ethical issues related to use of information and communication technology

2. analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses

3. discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society

4. discuss the possible consequences and costs of unethical uses of information and computer technology

5. identify ways that individuals can protect their technology systems from unethical or unscrupulous users

6. demonstrate the ethical use of technology as a digital citizen and lifelong learner

7. explain the differences between freeware, shareware, and commercial software

8. adhere to fair use and copyright guidelines

9. create appropriate citations for resources when presenting research findings

10. adhere to the district acceptable use policy as well as state and federal laws

11. explore career opportunities and identify their related technology skill requirements

12. design and implement a personal learning plan that includes technology to support his/her lifelong learning goals

1. know how to use a variety of productivity software (e.g., word processors, drawing tools, presentation software) to convey ideas and illustrate concepts

2. be able to recognize the best type of productivity software to use for certain age-appropriate tasks (e.g., word processing, drawing, web browsing)

3. be aware of how to work with others when using technology tools (e.g., word processors, drawing tools, presentation software) to convey ideas or illustrate simple concepts relating to a specified project

1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)

2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents

3. use a variety of technology tools and applications to promote creativity

4. understand that existing (and future) technologies are the result of human creativity

5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project

1. apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance communication and to support creativity

2. use a variety of technology resources, including the internet, to increase learning and productivity

3. explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing, programming, video-editing)

4. use available utilities for editing pictures, images, or charts

5. use collaborative tools to design, develop, and enhance materials, publications, or presentations

1. complete at least one online credit, or non-credit, course or online learning experience

2. use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence)

3. have access to and utilize assistive technology tools

4. apply advanced software features such as an application’s built-in thesaurus, templates, and styles to improve the appearance of word processing documents, spreadsheets, and presentations

5. identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project

6. use an online tutorial and discuss the benefi ts and disadvantages of this method of learning

7. develop a document or file for inclusion into a web site or web page

8. use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work)

9. have the opportunity to participate in real-life experiences associated with technology-related careers

1. identify procedures for safely using basic telecommunication tools (e.g., e-mail, phones) with assistance from teachers, parents, or student partners

2. know how to use age-appropriate media (e.g., presentation software, newsletters, word processors) to communicate ideas to classmates, families, and others

3. know how to select media formats (e.g., text, graphics, photos, video), with assistance from teachers, parents, or student partners, to communicate and share ideas with classmates, families, and others

1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students

2. 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. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)

1. use a variety of telecommunication tools (e.g., e-mail, discussion groups, IM, chat rooms, blogs, video-conferences, web conferences) or other online resources to collaborate interactively with peers, experts, and other audiences

2. create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g., graphs, charts, audio, graphics, video) to present content information to an audience

1. identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality)

2. use available technologies (e.g., desktop conferencing, e-mail, groupware, instantmessaging) to communicate with others on a class assignment or project

3. use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences

4. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications

5. plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing)

1. know how to recognize the Web browser and associate it with accessing resources on the internet

2. use a variety of technology resources (e.g., CD-ROMs, DVDs, search engines, websites) to locate or collect information relating to a specific curricular topic with assistance from teachers, parents, or student partners

3. interpret simple information from existing age-appropriate electronic databases (e.g., dictionaries, encyclopedias, spreadsheets) with assistance from teachers, parents, or student partners

4. provide a rationale for choosing one type of technology over another for completing a specific task

1. use Web search engines and built-in search functions of other various resources to locate information

2. describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM)

3. know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic

4. perform simple queries on existing databases and report results on an assigned topic

5. identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource

6. compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results

1. use a variety of Web search engines to locate information

2. evaluate information from various online resources for accuracy, bias, appropriateness, and comprehensiveness

3. identify types of internet sites based on their domain names (e.g., edu, com, org, gov, au)

4. know how to create and populate a database

5. perform queries on existing databases

6. know how to create and modify a simple database report

7. evaluate new technology tools and resources and determine the most appropriate tool to use for accomplishing a specific task

1. compare, evaluate, and select appropriate internet search engines to locate information

2. formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings

3. determine if online sources are authoritative, valid, reliable, relevant, and comprehensive

4. distinguish between fact, opinion, point of view, and inference

5. evaluate resources for stereotyping, prejudice, and misrepresentation

6. develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys)

1. discuss how to use technology resources (e.g., dictionaries, encyclopedias, search engines, websites) to solve age-appropriate problems

2. identify ways that technology has been used to address real-world problems (personal or community)

1. use technology resources to access information that can assist 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 real-life problems (personal or community)

1. use database or spreadsheet information to make predictions, develop strategies, and evaluate decisions to assist with solving a basic problem

2. describe the information and communication technology tools to use for collecting information from different sources, analyze fi ndings, and draw conclusions for addressing real-world problems

1. use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning

2. describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and field experts

3. formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences