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Appendix V. - Technology Skills - Age-Appropriate Benchmarks

Draft July 1997

Technology is the application of knowledge, materials (tools) and skills to solve practical problems and extend human capabilities. Technological systems (tools) can be used in all curricular areas. Most frequently it is the information technologies that are used to support curricula goals; they are used for communication, creative expression, knowledge and skill acquisition, problem solving and information management. When technology outcomes are effectively integrated across curricular areas, the result is a technologically literate individual. The technologically literate person is one who:

Technology is a tool that supports all the curriculum areas and can be integrated into all areas of the Framework. There are specific skills that need to be taught so that students can make use of these valuable tools. The following age-appropriate benchmarks are the sills in each area of technology the students will need in order to become technologically literate. It is important to note that most of these skills are not taught in isolation but are integrated into the curriculum as it relates to the Framework.

NOTE: It is important that these skills are targets. The skills listed here are what we would like our students to do. However, at the present time, Shelburne Community School does not have enough resources to ensure that all students would have the opportunity to work towards these targets.

GLOSSARY OF TERMS FOR INFORMATION TECHNOLOGY


The following terms relate to the use of electronic tools. Initially some concept, such as spreadsheets,
could be introduced using non-electronic means.

• Communication: The use of technology for the exchange of information and ideas.
• Database: collections of information/data that can be sorted, expanded and manipulated for various
uses.
• Ethics: Appropriate standards of conduct.
• Graphics: Pictorial representation of ideas used in electronic documents.
• Keyboarding: Basic skill used for computer and user to interact.
• Multimedia: Integration of two or more modes of electronic communication.
• Network: Interlinked information systems.
• Presentation: Method of communicating information with an audience for specific purpose.
• Research: The pursuit of information from a variety of sources.
• Spreadsheet: Collection of numerical data and functions that can be manipulated and displayed for
mathematical reasons.
• System: Hardware and software components and how they interact for a purpose.
• Writing/Publishing: Use of word processing software.


Performance Targets


Awareness: Students are made aware of the technology through demonstration, teacher modeling, class discussion, or teacher-directed use.

Introductory: Students receive some direct instruction in the use of the technology with specific tasks to accomplish through whole class or individual instruction.


Instructional: Students receive whole class and individual instruction in specific areas with the intent of developing a skill to be built on in the next few years. Experimentation with new skill is encouraged.

Guided Practice: Students build on skills that they acquired at the Instructional level. They should be guided laterally and vertically into more advanced skill areas as they are ready. Self-directed learning
should be emphasized.

Routine: Students function at an independent level with the technology. Whole class introduction/
instruction may be necessary as more complex examples of specific software types are added. For
example, as students use graphics in their projects they will use increasingly complex programs, moving
from KidPix to ????? to??????. Each step requires instruction. Students use technology in teacher-
directed experimentation and exploration, as well as in routine use of skills across the curriculum. The
expectation will be that more complex projects will be required as students become more skilled.

Sources:
Lake Washington School District
Essex Town School District
Addison Northeast Supervisory Union
Eisenberg, M. Curriculum Initiative

 

Vermont Standard

Skill

Grades K-2, (5-8 year-olds)

Grades 3-5, (8-11 year-olds)

Grades 6-8, (11-14 year-olds)

For all ages

1.5

1.8

1.10

1.18

5.15

Writing/ Publishing

Awareness/Introduction/ Instruction

· Enter information, e.g. copy from exiting text

· Use basic key and mouse functions, e.g. delete

· Move within a document, e.g. arrow keys

· Save file Edit a document

Guided Practice

· Enter a document, e.g. story created at keyboard

· Print a document

· Use utilities, e.g. spell check

· Save to a specific location, e.g. disk, hardware

· Make basic format changes, e.g. fonts, styles, etc.

Routine

· Use and improve 3-5 skills

· Use advanced format, e.g. tabs, hanging indentation

· Use import/export functions

· Convert text formats, e.g. Word/Works, etc.

· Import and place graphics

For all ages:

1.18

1.17

Ages 8-14:

1.20

Ages 11-14: 1.21

Database

Awareness

· Demonstrate grouping and sorting

· Make paper and pencil lists

Introduction

· Enter data into tutorial/template database

· Use a prepared database to sort data and search for daya

· Label parts of a database, e.g. fields, records etc.

Instruction

· Build a database and enter data

· Choose and apply a filter to sort data

· Is aware of merging, e.g. from a letter

For all ages:

1.18

1.20

1.17

7.10

7.8

7.9

Ages 8-14:

1.21

Spreadsheet

Awareness

· Demonstrate paper and pencil charts and graphs

Introduction

· Identify simple spreadsheet software

· Is aware of charting and graphing functions

· Is aware of formulas

· Enter data into template/tutorial spreadsheet

Instruction/Guided practice

· Use tutorial/ template spreadsheets

· Use tutorial/template to chart and graph

· Use tutorial/ template data to create formulas and functions Build a simple spreadsheet and enter data

For all ages:

1.10

2.11,

1.18

5.15

1.20

5.30

1.21

2.13b

Ages 8-14:

1.21

Graphics

Introduction/Instruction

· Add a graphic from within an application

· Create simple graphics

Instruction/Guided Practice

· Manipulate graphics

· Import graphics into graphic program

· Design and create a graphic electronically Convert images, e.g. scanning, digital photography

Guided Practice

· Discriminate between paint and draw

· Recognize different graphic formats exist

· Integrate graphics into projects

· Use paint and draw functions

For all ages:

1.5

1.8,

1.18

7.17

Keyboarding

Awareness/Introduction

· Demonstrate proper finger postition on home row keys.

· Learn location of keys and use specialized keys such as ESCAPE, CONTROL and basic FUNCTION keys

· Type alphabet in less than one minute

Instruction/Guided Practice

· Use Correct keyboard position

· recommended WPM: as fast as can write by hand in one minute timing

Guided Practice

· Refine keyboarding technique

· recommended WPM: 20 with 0-1 errors in a minute timing

For all ages:

1.10

2.13b

1.18

5.15

1.20

5.30

1.21

Ages 8-14:

1.21

2.11

Multimedia

Awareness/Introduction

· Is aware of simple mutlimedia programs

· Create simple presentation using age-appropriate software (KidPix)

Instruction/Guided Practice

· Access text, sound, video in existing product

· Create simple presentation

Guided Practice

· Link external resources, e.g. CD-ROM, LaserDisc

· Embed resources, e.g. hypertext

· Create product to fit given requirements

For all ages:

1.10

2.11

1.18

2.13b

1.20

5.15

1.21

5.30

Ages 8-14:

1.21

Presentation

Introduction/Instruction

· Share a document with an audience

· Is aware of presentation hardware, e.g. VCR, computer, etc.

Instruction

· Create simple presentation

· Explore options for presentations

· Use multimedia, e.g. sound, video, graphics, etc.

Instruction/Guided Practice

· Include external links, e.g. CD-ROM, LaserDisc

· Aware of in-house broadcasting capabilities

· Use presenters, e.g. PC viewer, TV monitor

· Incorporate design principles

For all ages:

1.18

7.11

7.17

7.18

System

Awareness/Introduction

· Troubleshoot, e.g. plug in and turn on

· Demonstrates proper disk use, e.g. handle, insert, eject

Instruction/Guided Practice

· Connect peripherals

· Troubleshoot, e.g. check chooser

· Back up data

· Save/print to different locations

· Use relevant file name

Guided Practice/Routine

· Choose appropriate hardware/software to complete a task

· Use a control panel appropriately

· Use file management functions, e.g. Find File

Access file systems, e.g. servers

For all ages:

1.18

1.19

Network

Awareness/Introduction

· Aware of basic vocabulary/concepts

Instruction/Guided Practice

· Access network peripherals

· Download

· Save to appropriate location

Routine

· Access file systems, e.g. servers, drop boxes

· Upload and download

For all ages:

1.18

3.7a

1.19

3.10

2.2a

7.1

2.2b

Ages 3-8:

6.14

Ages 8-14:

6.7

Ages 11-14:

1.21

6.2

Research

Awareness/Introduction/ Instruction

· Is aware of process

· Is aware of basic reference resources

· Is aware of library system

Instruction/Guided Practice

· Use research process with guidance (see library framework)

· Cite sources

· Uses library system and on-line services with guidance

Guided Practice

· Is aware of additional resources

· Use a variety of resources in doing research

· Use more sophisticatedsearch techniques, e.g. Boolean, keyword

For all ages:

1.18

1.19

3.11

Ages 8-14:

1.21

Communication

Introduction/Instruction

· Is aware of basic e-mail functions

Instruction/Guided Practice

· Use electronic mail system

· Distinguish between electronic/hardcopy

· Is aware of communication software

· Is aware of hardware used for communication

Guided Practice

· Understand limits of written communication, e.g. lack of inflection

· Send and receive attachments

For all ages;

1.18

3.3

3.5

3.11

Ages 8-14:

4.3

4.4

Ages 11-14:

6.17

Ethics

Introduction/Instruction

· Demonstrates appropriate conduct during use of technology

· Care of resources, e.g. food, theft, vandalism

· Helps maintain resources

Instruction/Guided Practice

· Distinguish between public and private information

· Distinguish between work and play

· Is aware of copyright issues

· Understand internet/on-line personal safety issues

· Is aware of “Netiquette” Is aware of school policy about Internet E-mail use

Guided Practice

· Respect copyright

· Distinguish appropriateness of content and language

· Understand viruses, worms, mass mailings, and chain letters

Respect configuration settings, e.g. control panels

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