Public Schools of Brookline Instructional Technology Learning Expectations


The Brookline Public Schools’ Instructional Technology Learning Expectations are based on the National Educational Technology Standards (NETS) for Students developed by the International Society for Technology in Education (ISTE). These standards were developed by a panel of teachers, technology coordinators, education administrators, and teacher educators, in collaboration with the U.S. Department of Education. They are nationally recognized as appropriate and challenging learning goals for K-12 students. The NETS for Students are built upon six “technology foundation standards,” as defined by ISTE. These standards are also the foundation of Brookline’s approach to technology instruction.

In the following Learning Expectations, the numbered items are based upon the National Educational Technology Standards for Students, while the bulleted items are Brookline’s expectations of how these standards will be implemented. Each grade builds on the skills acquired in the preceding grades.

Brookline’s Instructional Technology program strives to present technology as a resource for reinforcing content-area lessons. As students use computers to explore language arts, math, science, social studies, etc., they also develop valuable technological skills. Further information on how technology is integrated into the disciplines can be found in the Learning Expectations for each subject area.


Grades K-2 Curriculum Overview


In kindergarten, students might practice their spelling and vocabulary by creating illustrated words using KidPix. First graders can learn word webbing by creating a graphic organizer using Inspiration software. Second graders might learn about marine life by participating in a virtual Internet expedition which visits the Galapagos Islands.

In Kindergarten - Grade 2 students will:

1) Use input devices (e.g., mouse, keyboard) and output devices (e.g., monitor, printer) to successfully operate computers and other technologies.
  • Locate and use letters, numbers, and special keys on keyboard
  • Place the cursor at a specified location on the screen
  • Use a mouse correctly
  • Load from and save to the hard drive
  • Print
  • Login and Log Out properly

2) Use a variety of productivity tools (word processing, draw programs, electronic graphic organizers) for directed and independent learning activities.
  • Create pictures using a draw program
  • Create text documents using a word processor
  • Utilize the font, size, style, and color functions in a word processing environment
  • Combine text and graphics

3) Use a variety of technology resources (multimedia resources, interactive books, educational software) for problem solving, communication, and illustration of thoughts, ideas, and stories.

4) Communicate about technology using developmentally appropriate and accurate terminology.

5) Work cooperatively and collaboratively with peers and others when using technology in the classroom.

6) Demonstrate positive social and ethical behaviors when using technology.

7) Practice responsible use of technology systems and software.


Grades 3-4 Curriculum Overview


Third grade students may reinforce their understanding of weather patterns by recording the daily temperature in a spreadsheet and then graphing the data. Fourth graders may work with multimedia CD-ROMs to garner more information about world history, coordinate geometry, and mapping during their explorers unit.

In grades three and four, students will:

1) Discuss common uses of technology in daily life and their impact on society.

2) Discuss basic issues related to responsible use of technology and information.

3) Use keyboards and other common input and output devices (including adaptive devices when necessary) effectively.
  • Demonstrate basic proper keyboarding skills (e.g., identify left-hand and right- hand keys, locate and use symbol keys and special function keys)


4) Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.
  • Demonstrate mastery of basic word processing skills (e.g., manipulating and formatting text, using the tab key, properly spacing words, sentences, paragraphs, using the spell checker, etc.)
  • Demonstrate mastery of basic draw program skills (e.g., using basic shape drawing tools, patterns, fills, changing line colors and thicknesses, etc.)

5) Use 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.
  • Create multimedia presentations

6) Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
  • Access bookmarked Web sites
  • Navigate independently within a Web site
  • Enter URLs into browser
  • Cite electronic resources
  • Conduct basic searches using a search engine (grade four)


Grades 5-6 Curriculum Overview


In fifth grade, students might enhance their understanding of fractions, decimals, and percentages by using the Internet and graphing software to follow the daily fluctuations of the Stock Market. Sixth graders may use Inspiration software as they brainstorm, organize their thoughts, and create outlines as part of the writing process.

In grades 5 and 6, students will:

1. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.

3. Discuss issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
  • Exhibit ethical and respectful behaviors when using information and technology
  • Discuss and abide by copyright laws

4. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.
  • Develop keyboarding skills (15-20 wpm) using a software typing tutor

5. Use general purpose productivity and content-specific tools to support personal productivity and group collaboration, remediate skill deficits, and facilitate learning throughout the curriculum.
  • Demonstrate advanced word processing skills (e.g., insert date, time, page #; set tabs, margins, line spacing; insert headers and footers, etc.)
  • Demonstrate advanced draw program skills (e.g., use all draw tools effectively, group objects, use layering, create graphics for export into other programs)
  • Create multimedia presentations
  • Use CD ROMs for independent research
  • Operate a scanner effectively

6. Use telecommunications to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.

  • Use Internet search engines and directories
  • Navigate Web sites independently
  • Understand the parts of a URL
  • Discuss and abide by proper “Netiquette” and safety strategies for telecommunications
  • Cite electronic resources in correct bibliographic format


7. Evaluate the accuracy, relevance, appropriateness, comprehensiveness,
and bias of electronic information sources.

8. Demonstrate an understanding of concepts underlying hardware,
software, and connectivity.

• Begin to apply strategies for identifying and solving routine hardware and
software problems that occur during everyday use

• Develop familiarity with technology vocabulary



Grades 7-8 Curriculum Overview


Seventh graders may use Internet research to augment interviews and book research for a multi-disciplinary project exploring their heritages. Eighth grade science students use digital probes and graphing software for data collection and analysis to enhance their understanding of the physical properties of matter.

In grades 7 and 8, students will:

1. Evaluate, select, and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments) to support learning and research.
  • Design, create, and analyze information from databases
  • Design, create, and analyze information from spreadsheets
  • Create charts and graphs from spreadsheet data
  • Integrate software applications (e.g., import graphs into word processing, graphics into spreadsheets, etc.)


5. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
  • Create multimedia projects (combining text, graphics, sound, video, animation, hyperlinks, etc.)
  • Demonstrate an understanding of desktop publishing principles

6. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

7. Use telecommunications to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
  • Conduct advanced searches (i.e., Boolean searches) using a search engine
  • Discuss and abide by proper “Netiquette” and safety strategies for telecommunications
  • Cite electronic resources in correct bibliographic format

8. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
  • Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use
  • Demonstrate familiarity with technology vocabulary