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Grades K through 2

 * Technology Exploratory Skills and Expectations**

In the early grades, technology should not replace the manipulatives, pencil-and-paper, and other manual methods through which children acquire basic skills. The Mathematics Curriculum Framework, for example, stresses the importance of understanding basic arithmetic operations in elementary school. Given this context, the technology literacy standards for the earliest grade span allow the teacher flexibility in deciding when students are ready to use technology. For this reason, the competencies listed for K–2 are described as exploratory concepts and skills. These are skills that will be introduced and, in some cases, developed in elementary grades and mastered in middle and high school.

Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity. Exploratory Skills and Expectations Basic Operations K-2: 1.1 Demonstrate beginning steps in using available hardware and applications (e.g., turn on a computer, launch a program, use a pointing device such as a mouse). K-2: 1.2 Explain that icons (e.g., recycle bin/trash, folder) are symbols used to signify a command, file, or application. K-2: 1.3 Identify, locate, and use letters, numbers, and special keys (e.g., space bar, Shift, Delete) on the keyboard. K-2: 1.4 Recognize the functions of basic file menu commands (e.g., New, Open, Close, Save, Print). Word Processing and Desktop Publishing K-2: 1.5 Use a word processing application to write, edit, print, and save simple assignments. K-2: 1.6 Insert and size a graphic in a word processing document. Database and Spreadsheet (Tables/Charts and Graphs) K-2: 1.7 Explain that computers can store and organize information so that it can be searched. K-2: 1.8 Use a simple computer graphing application to display data. Internet and Multimedia K-2: 1.9 Explain that the Internet links computers around the world, allowing people to access information and communicate. K-2: 1.10 Demonstrate the ability to use tools in painting and/or drawing programs.

Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society. Exploratory Skills and Expectations Ethics K-2: 2.1 Follow classroom rules for the responsible use of computers, peripheral devices, and resources. K-2: 2.2 Explain the importance of giving credit to media creators when using their work in student projects. Classroom/Society K-2: 2.3 Explain why there are rules for using technology at home and at school. K-2: 2.4 Identify the purpose of a media message (to inform, persuade, or entertain). K-2: 2.5 Describe how people use many types of technologies in their daily lives. Health and Safety K-2: 2.6 Follow the school rules for safe and ethical Internet use. (Use of Internet in this grade span is determined by district policy.) K-2: 2.7 Demonstrate knowledge of ergonomics and electrical safety when using computers. K-2: 2.8 Explain that a password helps protect the privacy of information.

Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation. Exploratory Skills and Expectations

Research (Gathering and Using Information) K-2: 3.1 Use various age-appropriate technologies to locate, collect, and organize information. K-2: 3.2 Review teacher-selected Internet resources and explain why each resource is or is not useful. Problem Solving K-2: 3.3 Use age-appropriate technologies (e.g., a simple graphing application) to gather and analyze data. Communication & Collaboration K-2: 3.4 Use a variety of age-appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas.

Grades 3-5 Technology Standards and Expectations
By the end of fifth grade, all students should have the opportunity to become familiar with the tools they will be expected to use with proficiency. Through this exposure, they will have gained a positive view of technology as a tool for learning. For example, electronic sources such as multimedia encyclopedias and teacher-previewed Web sites can be used to gather information for a report. Additionally, there are many developmentally appropriate applications for children: interactive books, graphic organizers, and writing assistants, as well as mathematical and scientific tools. Such tools can enhance learning for all children, including those with disabilities; for example, multimedia reading software reinforces literacy skills by providing visual and auditory feedback to early readers. These tools can be integrated appropriately in an effective lesson plan.


 * Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.**

G3-5: 1.1 Demonstrate basic steps in using available hardware and applications (e.g., log into a computer, connect/disconnect peripherals, upload files from peripherals). G3-5: 1.2 Select a printer, use print preview, and print a document with the appropriate page setup and orientation. G3-5: 1.3 Use various operating system features (e.g., open more than one application/program, work with menus, use the taskbar/dock). G3-5: 1.4 Demonstrate intermediate4 keyboarding skills and proper5 keyboarding techniques.
 * Basic Operations**

G3-5: 1.5 Use menu/tool bar functions in a word processing program (i.e., font size/style, line spacing, margins) to format, edit, and print a document. G3-5: 1.6 Copy and paste text and images within a document, as well as from one document to another. G3-5: 1.7 Proofread and edit writing using appropriate resources (e.g., dictionary, spell-checker, grammar resources).
 * Word Processing/Desktop Publishing**

G3-5: 1.8 Define the term “database” and provide examples from everyday life (e.g., library catalogues, school records, telephone directories). G3-5: 1.9 Define terms related to databases, such as “record,” “field,” and “search.” G3-5: 1.10 Do simple searches of existing databases (e.g., online library catalog, electronic encyclopedia).
 * Database**

G3-5: 1.11 Demonstrate an understanding of the spreadsheet as a tool to record, organize, and graph information. G3-5: 1.12 Identify and explain terms and concepts related to spreadsheets (i.e., cell, column, row, values, labels, chart, graph). G3-5: 1.13 Enter/edit data in spreadsheets and perform calculations using simple formulas (+, -, *, /), observing the changes that occur.
 * Spreadsheet**

G3-5: 1.14 Explain and use age-appropriate online tools and resources (e.g., tutorial, assessment, Web browser). G3-5: 1.15 Save, retrieve, and delete electronic files on a hard drive or school network. G3-5: 1.16 Explain terms related to the use of networks (e.g., username, password, network, file server). G3-5: 1.17 Identify and use terms related to the Internet (e.g., Web browser, URL, keyword, World Wide Web, search engine, links). G3-5: 1.18 Use age-appropriate Internet-based search engines to locate and extract information, selecting appropriate key words.
 * Internet, Networking, and Online Communication**

G3-5: 1.19 Create, edit, and format text on a slide. G3-5: 1.20 Create a series of slides and organize them to present research or convey an idea. G3-5: 1.21 Copy and paste or import graphics; change their size and position on a slide. G3-5: 1.22 Use painting and drawing applications to create and edit work.
 * Multimedia and Presentation Tools**


 * Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society.**

G3-5: 2.1 Explain and demonstrate compliance with school rules (Acceptable Use Policy) regarding responsible use of computers and networks. G3-5: 2.2 Explain responsible uses of technology and digital information; describe possible consequences of inappropriate use. G3-5: 2.3 Explain Fair Use Guidelines for the use of copyrighted materials (e.g., text, images, music, video) in student projects.
 * Ethics**

G3-5: 2.4 Identify ways in which technology is used in the workplace and in society. G3-5: 2.5 Work collaboratively online with other students under teacher supervision. G3-5: 2.6 Analyze media messages and determine if their purpose is to inform, persuade, or entertain. G3-5: 2.7 Explain that some Web sites and search engines may include sponsored commercial links. G3-5: 2.8 Explain how hardware and applications can enable people with disabilities to learn.
 * Society**

G3-5: 2.9 Recognize and describe the potential risks and dangers associated with various forms of online communications. G3-5: 2.10 Identify and explain the strategies used for the safe and efficient use of computers (e.g., passwords, virus protection software, spam filters, popup blockers). G3-5: 2.11 Demonstrate safe e-mail practices, recognition of the potentially public exposure of e-mail and appropriate e-mail etiquette (if the district allows student e-mail use). G3-5: 2.12 Identify cyber bullying and describe strategies to deal with such a situation. G3-5: 2.13 Recognize and demonstrate ergonomically sound and safe use of equipment.
 * Health and Safety**


 * Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.**

G3-5: 3.1 Locate, download, and organize content from digital media collections for specific purposes, citing sources. G3-5: 3.2 Perform basic searches on databases (e.g., library card catalogue, encyclopedia) to locate information, using two or more key words and techniques to refine and limit such searches. G3-5: 3.3 Evaluate Internet resources in terms of their usefulness for research. G3-5: 3.4 Use content-specific technology tools (e.g., environmental probes, sensors, measuring devices, simulations) to gather and analyze data. G3-5: 3.5 Use online tools (e.g., e-mail, online discussion forums, blogs, and wikis) to gather and share information collaboratively with other students, if the district allows it.
 * Research**

G3-5: 3.6 With teacher direction, use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. G3-5: 3.7 Use spreadsheets and other applications to make predictions, solve problems, and draw conclusions.
 * Problem Solving**

G3-5: 3.8 Create projects that use text and various forms of graphics, audio, and video (with proper citations) to communicate ideas. G3-5: 3.9 Use teacher-developed guidelines to evaluate multimedia presentations for organization, content, design, presentation, and appropriate use of citations. G3-5: 3.10 Communicate with other students and other classes using appropriate technology, including e-mail if the district allows it.
 * Communication**

** Grades 6-8 Technology Literacy Standards and Expectations**

 * Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.**

G6-8: 1:1 Use features of a computer operating system (e.g., determine available space on local storage devices and remote storage resources, access the size and format of files, identify the version of an application). G6-8: 1.2 Identify successful troubleshooting strategies for minor hardware and software issues/problems (e.g., “frozen screen”). G6-8: 1.3 Independently operate peripheral equipment (e.g., scanner, digital camera, camcorder), if available. G6-8: 1.4 Identify and use a variety of storage media (e.g., CDs, DVDs, flash drives, school servers, and online storage spaces), and provide a rationale for using a certain medium for a specific purpose. G6-8: 1.5 Demonstrate keyboarding skills between 25-30 wpm with fewer than 5 errors. (For students with disabilities, demonstrate alternate input techniques as appropriate.)
 * Basic Operations**

G6-8: 1.6 Demonstrate use of intermediate features in word processing applications (e.g., tabs, indents, headers and footers, end notes, bullet and numbering, tables). G6-8: 1.7 Create, save, open, and import a word processing document in different file formats (e.g., RTF, HTML).
 * Word Processing/Desktop Publishing**

G6-8: 1.8 Describe the structure and function of a database, using related terms appropriately. G6-8: 1.9 Create a simple database, defining field formats and adding new records. G6-8: 1.10 Perform simple operations in a database (i.e., browse, sort, filter, search on selected criteria, delete data, enter data). G6-8: 1.11 Plan and develop database reports to organize and display information.
 * Database**

G6-8: 1.12 Describe the use of spreadsheets to calculate, graph, organize, and present data in a variety of real-world settings. G6-8: 1.13 Create an original spreadsheet, using formulas. G6-8: 1.14 Use various number formats (e.g., scientific notation, percentages, exponents) as appropriate. G6-8: 1.15 Produce simple charts and graphs from a spreadsheet. G6-8: 1.16 Distinguish among different types of charts and graphs, and choose the most appropriate type to represent given data. G6-8: 1.17 Apply advanced formatting features to customize tables, charts, and graphs.
 * Spreadsheet**

G6-8: 1.18 Use Web browsing to access information (e.g., enter a URL, access links, create bookmarks/favorites, print Web pages). G6-8: 1.19 Identify probable types and locations of Web sites by examining their domain names, and explain that misleading domain names are sometimes created in order to deceive people (e.g., .edu, .com, .org, .gov, .au). G6-8: 1.20 Explain and correctly use terms related to networks (e.g., LANs, WANs, servers, and routers) and Internet connectivity (e.g., DSL, T1, T3). G6-8: 1.21 Explain and correctly use terms related to online learning (e.g., IP address, post, thread, Intranet, discussion forum, drop box, account, password). G6-8: 1.22 Explain that some Web sites require the use of plug-ins and specific browser versions to access content. G6-8: 1.23 Use e-mail functions and features (e.g., replying, forwarding, attachments, subject lines, signature, and address book.) The use of e-mail is at the school district’s discretion and may be a class-wide activity if students do not have individual accounts.
 * Internet, Networking, and Online Communication**

G6-8: 1.24 Create a multimedia presentation using various media as appropriate (e.g., audio, video, animations, etc.). G6-8: 1.25 Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of work.
 * Multimedia**


 * Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society.**

G6-8: 2.1 Explain ethical issues related to privacy, plagiarism, spam, viruses, hacking, and file sharing. G6-8: 2.2 Explain how copyright law protects the ownership of intellectual property, and explain possible consequences of violating the law. G6-8: 2.3 Explain fair use guidelines for using copyrighted materials (e.g., images, music, video, text) in school projects. G6-8: 2.4 Describe appropriate and responsible use of communication tools (e.g., chats, instant messaging, blogs, and wikis).
 * Ethics**

G6-8: 2.5 Identify and discuss the technology proficiencies needed in the workplace, as well as ways to prepare to meet these demands. G6-8: 2.6 Identify and describe the effect technological changes have had on society. G6-8: 2.7 Explain how technology can support communication and collaboration, personal and professional productivity, and lifelong learning. G6-8: 2.8 Analyze and explain how media and technology can be used to distort, exaggerate, and misrepresent information. G6-8: 2.9 Give examples of hardware and applications that enable people with disabilities to use technology.
 * Society**

G6-8: 2.10 Explain the potential risks associated with the use of networked digital information (e.g., Internet, mobile phones, wireless, LANs). G6-8: 2.11 Provide examples of safe and unsafe practices for sharing personal information via e-mail and the Internet. G6-8: 2.12 Explain why computers, networks, and information need to be protected from viruses, intrusion, and vandalism. G6-8: 2.13 Explain terms associated with the safe, effective, and efficient use of telecommunications/Internet (e.g., password, firewalls, spam, security, Acceptable Use Policy). G6-8: 2.14 Describe how cyber bullying can be blocked.
 * Health and Safety**


 * Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.**

G6-8: 3.1 Explain and demonstrate effective searching and browsing strategies when working on projects. G6-8: 3.2 Collect, organize, and analyze digital information from a variety of sources, with attribution. G6-8: 3.3 Use a variety of computing devices (e.g., probeware, handheld computers, digital cameras, scanners) to collect, analyze, and present information for curriculum assignments.
 * Research**

G6-8: 3.4 Independently use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. G6-8: 3.5 Use and modify databases and spreadsheets to analyze data and propose solutions. G6-8: 3.6 Develop and use guidelines to evaluate the content, organization, design, use of citations, and presentation of technologically enhanced projects.
 * Problem Solving**

G6-8: 3.7 Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources. G6-8: 3.8 Identify differences between various media and explain issues associated with repurposing information from one medium to another (e.g., from print to the Web). G6-8: 3.9 Use a variety of telecommunication tools (e.g., e-mail, discussion groups, Web pages, blogs, Web conferences) to collaborate and communicate with peers, experts, and other audiences (at district’s discretion).
 * Communication**