K-12 Technology Standards and Benchmarks

K-12 Technology Standards

K-12 Technology Benchmarks

Compiled by: RIS Technology Integration Committee Version, © December 2003

RIS K-12 Technology Standards &

K-12 Technology Benchmarks

Contents

KG-12 Technology Standards and Benchmarks © September 2003 page 2

Introduction 4

Developing Technology Plans in the Classroom 5

Technology Standards for Faculty 6

K-12 Technology Standards for Students 9

RIS Technology Skill Descriptors 10

RIS K-12 Software Continuum 11

RIS Technology Benchmark Categories 12

Benchmarks: Grade Level Continuum 14

· KG Technology Skills 14

· Grade 1 Technology Skills 18

· Grade 2 Technology Skills 22

· Grade 3 Technology Skills 26

· Grade 4 Technology Skills 31

· Grade 5 Technology Skills 35

· Grade 6 Technology Skills 39

· Grade 7 Technology Skills 44

· Grade 8 Technology Skills 48

· Grade 9 Technology Skills 52

· Grade 10 Technology Skills 56

· Grade 11 Technology Skills 60

· Grade 12 Technology Skills 64

Benchmarks: Skills Continuum 68

· Chart Making Technology Benchmarks 68

· Computer and Peripheral Use Technology Benchmarks 70

· Databases Technology Benchmarks 72

· Email and Internet Communication
Technology Benchmarks 75

· Graphic Design and Desktop Publishing Technology Benchmarks 77

· Multimedia Technology Benchmarks 80

· Network Navigation and Printing
Technology Benchmarks 83

· Operating Systems, Application Use
and File Management Technology
Benchmarks 85

· Searching for and Evaluating Information Technology Benchmarks 88

· Spreadsheets Technology Benchmarks 91

· Troubleshooting Technology
Benchmarks 94

· Video Production Technology
Benchmarks 96

· Website Design Technology
Benchmarks 98

· Word Processing and Writing Technology Benchmarks 100

KG-12 Technology Standards and Benchmarks © September 2003 page 2

Introduction

K-12 Technology Standards and Benchmarks © December 2003 page 104

To help students perform better in school technology has become a relied upon resource, which helps students learn more, while opening new areas of knowledge. Technology in RIS is treated as a teaching and learning resource meant to help teachers and students reach or surpass stated curricular objectives.

Technology must be taught early, like reading and writing and other basic skills. Teachers need to make sure that they are teaching the requisite skills and attitudes that will ensure each of our students will graduate prepared for the 21st century.

The Technology Integration Committee strives to distribute technology resources to the areas of the school where they are needed most. Currently there are five computer areas: computer labs, classrooms, administrative areas, resource centers, and mobile stations. All classrooms and offices are connected to the school network and the Internet.

We realize that all teachers do not have all of the skills outlined inside, and we realize that teachers cannot be expected to teach their students all these skills. The members of the Technology Committee can help teachers to teach students and assist in developing lessons, as well give other kinds of technical support as needed. Special training and workshops continue throughout each year and are conducted

by qualified faculty and invited guests. Technology sessions for school-wide inservice days are coordinated with the Curriculum Coordinators, Administrative Council and other concerned parts of the school.

This handbook is a living document. As you read through it, you will likely find some repetitions, redundancies, contradictions, simplistic outcomes or unrealistic expectations. Please communicate your concerns or ideas to the Technology Committee so that we can keep this work truly reflective of the needs and abilities of our students.

The function of the Technology Committee is to help teachers and others in the school develop ways to improve education by adapting technology into their classrooms, so please help us by providing your feedback.

Bradley Arnold

K-12 IT Coordinator

Ruamrudee International School

K-12 Technology Standards and Benchmarks © December 2003 page 104

Developing Technology Plans in the Classroom

K-12 Technology Standards and Benchmarks © December 2003 page 104

The Technology Committee aims to help teachers to use technology to help students:

1. understand basic technology skills;

2. use technology ethically;

3. use technology productively;

4. use technology to communicate;

5. use technology to research;

6. use technology to think critically.

We want students to do all this as a natural part of their “routine.” Similarly, we want teachers to plan for the use of technology as a natural part of their “routine.”

The model below provides a way for teachers to envision the components of a prospective unit, lesson, or activity and it provides a framework for integrating the activity into a larger learning unit.

Context:

What is the context for the learning?

How will this plan fit into the overall curricular goals of the class?

Standards:

How are the school’s K-12 standards are met within the scope of the plan?

Which of the grade specific technology benchmarks are met within the scope of the plan?

What objectives are set for learners?

Tasks:

What activities will students be doing?

The nature of a task can be specified or open ended, it can be simplistic or complicated, and it can be concrete or abstract.

Interactions:

Who talks and works with whom?

How will student and teachers work together? Who initiates interactions?

Tools:

What materials and equipment will be used to complete tasks?

What tools will students and teachers use?

Situations & Timeframe

Where will the activity take place?

How long will students have to work on the activity?

Assessments:

What criteria will be used to evaluate student work?

How do students, teachers, parents, administrators know that learning standards are reached or exceeded?

How is the lesson, activity or unit evaluated for effective use of technology?

K-12 Technology Standards and Benchmarks © December 2003 page 104

RIS Technology Standards for Faculty

K-12 Technology Standards and Benchmarks © December 2003 page 104

The definition of basic computer literacy for RIS faculty members includes at least the following:

1. All teachers should be familiar with the technology that their students are expected to use, based on our technology standards and benchmarks.

2. All teachers should have an educational website posted on our school web server.

3. All teachers should be able to integrate multimedia into their lessons.

4. All teachers should be able to use technology to enhance their classroom management.

The staff development opportunities provided by the Technology Committee are focused at enabling teachers and staff to effectively use the school’s technology resources to support the mission of the school. Staff development is planned and developed with the intention of promoting each of the school’s six ESLRs and technology standards.

All faculty members should have the ability to adapt and create lesson and unit plans that integrate technology into their classrooms. To do this, faculty follow models developed in consultation with the Curriculum Office and the K-12 IT Coordinator. Faculty receive professional development to assist them in this work.

Desired Professional Outcomes

1. Faculty members will gain at least a minimum level of mastery of the RIS standard technology. New faculty members must possess and demonstrate this competency, and if lacking it, will make an exerted effort to master it.

2. Faculty members will be able to create units and lessons that effectively integrate technology into their classrooms.

3. Faculty members will be able to develop websites for their classrooms and/or classroom projects.

4. Faculty members will be able to develop multimedia projects for their classrooms and/or classroom projects.

5. Faculty members will be able to assess the effectiveness of the integration of technology into their classrooms.

ISTE National Technology Standards (NETS) and Performance Indicators for Teachers

The following standards, while not adopted as official RIS policy, are regarded as key technology benchmarks for teachers.

I. Technology Operations and Concepts

• Teachers demonstrate a sound understanding of technology operations and concepts.

1. Teachers demonstrate introductory knowledge, skills and understanding of concepts related to technology (as described in the following section, “Technology Standards: Students”).

2. Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

II. Planning and Designing Learning Environments and Experiences

• Teachers plan and design effective learning environments and experiences supported by technology.

1. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

2. Teachers apply current research on teaching and learning with technology when planning learning environments and experiences.

3. Teachers identify and locate technology resources and evaluate them for accuracy and suitability.

4. Teachers plan for the management of technology resources within the context of learning activities.

5. Teachers plan strategies to manage student learning in a technology-enhanced environment.

III. Teaching, Learning, and the Curriculum

• Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

1. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.

2. Teachers use technology to support learner-centered strategies that address the diverse needs of students.

3. Teachers apply technology to develop the students’ higher order skills and creativity.

4. Teachers manage student learning activities in a technology-enhanced environment.

IV. Assessment and Evaluation

• Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

1. Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques.

2. Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

3. Teachers apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

V. Productivity and Professional Practice

• Teachers use technology to enhance their productivity and professional practice.

1. Teachers use technology resources to enhance ongoing professional development and lifelong learning.

2. Teachers continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

3. Teachers apply technology to increase productivity.

4. Teachers use technology to communicate and collaborate with peers, parents, and the large community in order to nurture student learning.

VI. Social, Ethical, Legal, and Human Issues

• Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in K-12 schools and apply that understanding in practice.

1. Teachers model and teach legal and ethical practice related to technology use.

2. Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

3. Teachers identify and use technology resources that affirm diversity.

4. Teachers promote safe and healthy use of technology resources.

5. Teachers facilitate equitable access to technology resources for all students.

K-12 Technology Standards for Students

Students are able to…

Standard 1:
Basic Operations / Standard 2:
Ethical Behavior / Standard 3:
Production / Standard 4: Communication / Standard 5:
Research / Standard 6:
Critical Thinking
Students use the technology that society requires.
Students have a level of computer competency that allows them to solve technical problems and learn new computing skills as technology develops. / Students exhibit behaviors that demonstrate proper understanding of the role of computers.
Students share information and advice, while assisting others, and they give credit to those who help them. They use technology respectfully, and care for technology resources. They follow the school’s acceptable Use of technology policies. / Students use technology in ways that improve the efficiency of their work.
They are better able to prepare reports and presentations, send and receive emails quickly, get on-line access to their personal portfolio. / Students use technology resources to create and effectively communicate with a variety of audiences.
Students are able to use technology resources to develop interactivity in presentations and websites, and video productions. They use various applications to enhance their message during live presentations. / Students use technology to answer questions and find needed information to fulfill curricular objectives.
They gain access to information in dictionaries, encyclopedias, atlases, periodical indexes, journals, news, image libraries, multimedia resources, and other reference sources online, on CD ROMs and within the school’s network. / Students use technology to solve problems, develop projects, and plan activities.
They brainstorm, create outlines and develop ideas. They group. Categorize, compare & contrast. They analyze data and draw conclusions. They make simulations, create sequencers and propose solutions.

RIS Technology Skill Descriptors

To be used in conjunction with the K-12 Software Continuum

E Exposure

- Students see the technology resource being use in different situations or context. They may have no direct hands on experience with the resources, but will gather an understanding of how it can be used.

B Basic Skills

- Students are taught the fundamental skills for specific technology resources. These skills may be taught within the context of classroom activities, or on their own in a “computer class.” These skills are taught so that students can perform basic technology operation and understand how technology can be used to help productivity, communication, research and critical thinking. Tasks and instructions are normally very clear and straightforward. The teacher’s word is very important for meeting the goals. Students are not expected to explore the program on their own, while certain troubleshooting skills are taught.

I Intermediate Skills

- Students are expected to use the specified technology resource to promote learning in various contexts. Work with computers is extended, and the measuring of student success is based less on pure technological ability, and more on the ability to use technology in ways that improve productivity, communication, research and critical thinking. While teacher instruction is important, students should explore the application to discover options that are suited to their particular classroom needs.