Documente Academic
Documente Profesional
Documente Cultură
School District
2010 – 2013
Technology Plan
September 2009
Revised 9/28/09 1
Table of Contents
Executive Summary……………………………………………………….……….Page 3
Introduction………………………………………………………………………..Page 4
Vision Statement………………………………………………...………………….Page 6
Current State……………………………………………………………………….Page 8
Desired State……………………………………………………………………...Page 15
Goals……………………………………………………………………………...Page 17
Action Plans………………………………………………………………………Page 18
Curriculum………………………………………………………………...Page 18
Professional Development…………………………………………………Page 22
Infrastructure……………………………………………………………...Page 25
Monitoring/Evaluation Plan……………………………………………………..Page 27
Financial Considerations…………………………………………………………Page 28
Appendix………………………………………………………………………….Page 29
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Executive Summary
• provide for ongoing evaluation of the district programs toward its technology
goals.
• Curriculum
• Professional Development
• Infrastructure
• current state
• desired state
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Introduction
Technology Committee Mission Statement:
The mission of the Bloomfield Central School District Technology Committee is
to advocate for the effective use of technology in our schools by providing
training, support, and resources so that the BCS community (students, staff,
businesses, and residents) can thrive in a rapidly changing technological
environment.
• All programs will provide students the opportunity to meet or exceed New York
learning standards in all seven areas. Furthermore, all students will be reading,
writing, and computing proficiently at the conclusion of each grade.
Technology Defined:
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Belief Statements:
We believe…
1. increased student achievement is the goal of our work
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Vision Statement
Bloomfield Central School District supports the continued infusion of multiple
technologies as a means of both optimizing learning opportunities for students and staff
and facilitating effective management of data. We are committed to identify, secure, and
incorporate technology that will:
• Be available and equitable for all students and staff – accessible anywhere, at
anytime, for anyone;
• Expand communication throughout the district, the local community, and the
global community;
We envision:
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Training for staff will be…
• Easily accessible, accommodating varied schedules so that all teachers feel very
proficient with technology
• Transparent, used as a tool that supports, enhances, and has a positive impact
The most important criteria for measuring our success will be students who use
technology as a tool to succeed in school, as evidenced by student achievement.
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Current State
Curriculum:
• Kindergarten Through Grade Five
Software Introduction
Research
Publishing
Communication
Programming I and II
Internet Programming
Electronic Publishing
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Professional Development:
• During School Opportunities
Angel Learning
Photo Story 3
Kurzweil
Google Earth
Research Databases
Podcasting
Multimedia
Microsoft Excel
Evernote
Examview
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Infrastructure:
• Elementary School Hardware
One computer lab containing networked computers, two LaserJet printers (1 color, 1
black and white), and two DeskJet printers
One fine arts computer lab containing networked computers, a LaserJet printer, and a
classroom set of electronic piano keyboards
Library is equipped with thirteen networked computers, one LaserJet printer, and one
networked color DeskJet
Two AV Rovers equipped with projectors, speakers, DVD/VCR players, and wireless
interactive wand
Scanners
One conference room equipped with a mounted ceiling projector and one conference
room equipped with a Smart Board and mounted projector
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• Elementary School Applications
HyperStudio
Inspiration/Kidspiration
KidPix
ABC World
Graph Club
Timeliner
Mathasaurus 1 and 2
River Deep Programs (Bailey’s Book House, Carnival Countdown, Mighty Math Calculating Crew, Number
Heroes, Learn to Read, Math Zoo Zillions, Millie’s Math House, Oregon Trail, Reader Rabbit, Reading Builder
Adventure, Read Write and Type, Sammy’s Science House, Trudy’s Time and Place, Word Factory)
Enchanted Learning
SuccessMaker
Music Ace
Finale Notepad
MixCraft
Spelling Stumpers
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• Middle/High School Hardware
All classrooms equipped with at least one and up to five networked computers
Library is equipped with networked computers, one LaserJet printer, and one
networked color DeskJet
Two AV Rovers each equipped with projectors, speakers, DVD/VCR players, and
wireless interactive wand
Scanners
Wacom Tablets
90 MP3 Players
CNC Lathe
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One conference room equipped with Smart Board and mounted projector
Internet Explorer for research and interactive sites for building skills
TI Calculator software
Shortess-Rawson CAD
Adobe Photoshop
Career Cruising
Kurzweil software
Geometer Sketchpad
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• District-Wide Hardware
All administrative offices are equipped with networked computers and printers
• District-Wide Applications
Internet Explorer
MovieMaker
NutriKids Food Service Point of Sale (POS) system and vending machine
Portal through School World website to access library databases at one point of access
Weatherbug
All district computers have Internet access, access to printers, District Wide Area
Network connections, Microsoft Office productivity software, e-mail capabilities, and
access to SchoolMaster
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Desired State
Curriculum:
• Continually revise technology curriculum within all content areas to reflect current and
future student needs
• Link software purchases to specific curricular outcomes. The software needs to meet the
district instructional expectations and curriculum goals
• Explore linkages with institutions of higher education to provide students with opportunities
for online learning K-16
Professional Development:
• Continue to promote the integration of technology through:
Turn-key training
Peer Coaching
• Continue to promote and empower staff to learn about new technology and lead professional
development opportunities for colleagues
Infrastructure:
• Continue to upgrade and replace all classroom computers, computer lab computers, faculty
laptops, and portable laptop labs
• Monitor use of computer labs and portable laptop labs to determine future needs
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• All classrooms equipped with a Promethean Board and projector
• Portable labs available for student use at elementary and middle/high schools
• Put a wireless system in place for wireless network and Internet access throughout the district
Financial Considerations:
• Budget will reflect:
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Goals
Curriculum:
• All implemented K-12 curriculum will have identified student computer technology
opportunities
• All students and staff will maintain the integrity and ethical use of the district’s computer
system (DCS)/network
Professional Development:
• All staff will be competent users of available technology resources as a tool for management
and instruction
• All staff will be provided opportunities to receive training throughout the school year and
summer months. Training will occur before, during, and after school hours
• All staff will use and integrate available technologies to enhance the teaching and learning
process
Infrastructure:
• Students and staff will have universal access to available technologies to support and enhance
the learning process
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Action Plans
Curriculum Goals
Statement of Goal: All implemented K-12 curriculum will have identified student computer technology opportunities
Belief Statement Correlation: #1, #2, #3, #4, #5, #6, #8, #10, #11
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Statement of Goal: Students will use a variety of technology to increase academic achievement
Belief Statement Correlation: #1, #2, #3, #4, #5, #6, #8, #10, #11
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Statement of Goal: Students will use global resources
Belief Statement Correlation: #1, #2, #3, #8, #9, #10, #11
Statement of Goal: District will provide access to assistive technology on an as-needed basis
Belief Statement Correlation: #2, #4, #12
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Statement of Goal: All students and staff will maintain the integrity and ethical use of the district’s computer system
(DCS)/network
Belief Statement Correlation: #12, #13
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Professional Development Goals
Statement of Goal: All staff will use and integrate available technologies to enhance the teaching and learning process
Belief Statement Correlation: #5, #6
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Statement of Goal: All staff will be competent users of available technology resources as a tool for management and
instruction
Belief Statement Correlation: #5, #6
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Statement of Goal: All staff will be provided opportunities to receive training throughout the school year and summer months.
Training will occur before, during, and after school hours
Belief Statement Correlation: #5, #6, #7
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Infrastructure Goals
Statement of Goal: Students and staff will have universal access to available technologies to support and enhance the
learning process
Belief Statement Correlation: #2, #4, #5, #6, #12, #14
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Monitoring/Evaluation Plan
We believe monitoring and evaluation is critical in ensuring the progress of technology
within the district. Monitoring and evaluation of this technology plan will be the
responsibility of the Bloomfield Central School District Technology Committee. The
committee will review the plan annually. The District Technology Committee will evaluate
the use and implementation of this technology plan and the outlined goals using the
following Evaluation Cycle:
Collect and
Develop
Analyze
and Set
Data
Goals
Technology
Evaluation
Cycle
Implement Create
Action Action
Plans Plan
Evaluation for each of the component parts of the action plan have been developed and are
outlined in the last column of each action plan. The District Technology Committee will then
oversee the person(s) identified within the action plans carry out their responsibilities. The
committee will use the information identified within the Evaluation/Evidence of Completion
section of the action plans to collect and analyze data. Using this data, new goals can then be
set.
In addition to this, the technology plan will be evaluated using the following:
• Focus Groups
• Surveys
• Classroom Observations
• Artifact Analysis
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Financial Considerations
Three Year Budget Summary:
The following budget summarizes key technology-related annual expenditures for the
life of this three-year plan. For comparison, we have shown current (school year
2009 – 2010) expenditures in their equivalent categories.
It is important to note that no budget can foresee all expenditures over a three-year
budget. This is particularly true for ongoing, systematic interventions such as
technology integration. This is a critical point. Much of what we need to budget –
such as software, training, and personnel – is an ongoing expenditure. As such, the
specific budget requirements for each year will often be developed only a year in
advance.
A 3.99% multiplier has been added to meet the obligation of the contract for the following years.
A 3.0% multiplier has been added to meet vendor annual increases for the following years.
This technology initiative will require a variety of funding sources. While reallocation
within the annual district budget will fund much of the anticipated costs, additional
funding will be necessary. This funding may come from sources such as:
• Capital Improvement Projects
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Appendix A – Committee Representation
2009 – 2010 District Technology Committee Members:
Superintendent
Michael Midey
Business Administrator
Susan Foley
Teachers
Ann Alden
Melissa Arber
Emily Dowd
Jamie Goll
Mark Jacobs
Andy Reddout
Diane Thorpe
John Wright
Teaching Assistants
Deb Meek
Kate Myers
Community Representatives
David McClelland
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Appendix B – Technology Committee Profile
BLOOMFIELD CENTRAL SCHOOL DISTRICT
COMPUTER TECHNOLOGY COMMITTEE
Mission Statement
Computer Technology Committee
The mission of the Bloomfield Central School District Computer/Technology Committee is to provide the
technological and instructional resources required to assure that our school community is able to thrive in a
rapidly changing technological environment.
V. Meetings: Minimum: Three times a year (equivalent of three full days) or more as needed (September
through June)
VI. Reporting: Minutes are to be distributed to all Computer Technology committee members and posted
electronically on the District Network
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VII. Membership:
B. Selection process:
Teachers: by colleagues through a vote conducted by the computer teachers
Community and Parent: newsletter/volunteer w/BOE approval and/or PTSA
Students: selected by HS computer teacher
Support staff: by support staff
Committee members are to serve staggered two-year terms with the option of running for a
second term when his/her membership term expires.
C. Members' Responsibilities:
•Take part in committee discussions
•Research agenda items prior to meetings
•Serve on computer/technology subcommittees
•Be in attendance at all committee meetings
•Represent your constituents and any proposals they may have related to
computer technology
•Participate in all aspects of committee work
VIII. Chairperson
The technology foundation standards for students are divided into six broad categories. Standards
within each category are to be introduced, reinforced, and mastered by students. These categories
provide a framework for linking performance indicators within the Profiles for Technology Literate
Students to the standards. Teachers can use these standards and profiles as guidelines for planning
technology-based activities in which students achieve success in learning, communication, and life
skills.
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Appendix D – National Educational Technology Standards for
Teachers
Educational Technology Standards and Performance Indicators for All Teachers
Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on preservice teacher
education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in
educational settings. All candidates seeking certification or endorsements in teacher preparation should meet
these educational technology standards. It is the responsibility of faculty across the university and at
cooperating schools to provide opportunities for teacher candidates to meet these standards.
The six standards areas with performance indicators listed below are designed to be general enough to be
customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic.
Performance indicators for each standard provide specific outcomes to be measured when developing a set of
assessment tools. The standards and the performance indicators also provide guidelines for teachers currently
in the classroom.
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continually evaluate and reflect on professional practice to make informed decisions regarding the use
of technology in support of student learning.
apply technology to increase productivity.
use technology to communicate and collaborate with peers, parents, and the larger community in order
to nurture student learning.
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Appendix E – National Educational Technology Standards for
Administrators
Educational Technology Standards and Performance Indicators for Administrators
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Appendix F – Staff Use of Computerized Information
Resources Policy
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Appendix G – Student Use of Computerized Information
Resources Policy
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Appendix H – Community Use of Computerized Information
Resources Policy
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Appendix I – Internet Safety Policy
Internet Safety Policy
Bloomfield Central School District
Introduction
It is the policy of the Bloomfield Central School District to (a) prevent user access over its computer
network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of
direct electronic communications; (b) prevent unauthorized access and other unlawful online activity;
(c) prevent unauthorized online disclosure, use, or dissemination of personal identification information
of minors; and (d) comply with the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47
USC 254(h)].
Definitions
Key terms are as defined in the Children’s Internet Protection Act:
TECHNOLOGY PROTECTION MEASURE – The term ``technology protection measure''
means a specific technology that blocks or filters Internet access to visual depictions that are –
1. obscene, as that term is defined in section 1460 of title 18, United States Code;
2. child pornography, as that term is defined in section 2256 of title 18, United States Code; or
3. harmful to minors.
HARMFUL TO MINORS – The term ``harmful to minors'' means any picture, image, graphic
image file, or other visual depiction that –
1. taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or
excretion;
2. depicts, describes, or represents, in a patently offensive way with respect to what is suitable for
minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or
perverted sexual acts, or a lewd exhibition of the genitals; and
3. taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.
SEXUAL ACT; SEXUAL CONTACT – The terms ``sexual act'' and ``sexual contact'' have the
meanings given such terms as defined in section 2246 of title 18, United States Code.
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and (b) unauthorized disclosure, use, and dissemination of personal identification information
regarding minors.
While computer network and Internet access are provided within the Bloomfield Central School
District to support instruction, efficiency, and increased communication, it is a privilege and not a
right. Failure to adhere to network policies and rules may subject users to warnings, usage restrictions,
disciplinary actions, or legal proceedings.
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Appendix J – K-5 Computer Technology Curriculum
Kindergarten
Care and Usage
The learner will be able to use the basic keys: enter/return, spacebar, backspace/delete,
and arrow keys.
The learner will be able to name pieces of hardware using a visual cue: monitor, mouse,
screen, keyboard, disk drive, CPU, power switch, printer, CD-Rom, etc.
The learner will be able to demonstrate mouse skills: point and click, click and drag, and
mouse click.
Communications
The learner will be able to recognize ways to communicate (e.g. voices, telephone, sign
language, email).
Data Analysis
The learner will be able to use primary-level simulation-based software (e.g. Bailey’s Book
House, Millie’s Math House, Living Books, etc).
Publishing
The learner will be able to use basic tools of graphics programs (pencil, paintbrush,
eraser, and fill) to produce pictures.
The learner will be able to use the keyboard to locate keys and press enter/return.
Technology in Society
The learner will be able to tell of his/her own growth in the use of technology.
The learner will be able to model sharing and respect for property.
The learner will be able to understand that computers store their computer work.
The learner will be able to recognize the different types of information systems.
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First
Care and Usage
The learner will be able to turn the computer on and off.
The learner will be able to physically or verbally identify hardware: monitor, mouse,
screen, keyboard, disk drive, CPU, power switch, printer, CD-ROM etc.
The learner will be able to use letters, numbers, and basic keys (enter/return, spacebar,
backspace/delete, arrow keys).
The learner will be able to demonstrate mouse skills: point and click, click and drag, and
mouse click.
Communications
The learner will be able to gain an awareness of sending and receiving a message to a
distant location.
The learner will be able to identify a variety of electronic tools to communicate (e.g.
telephone, email etc.)
The learner will be able to log on and off a network.
Data Analysis
The learner will be able to use a primary simulation-based software program to
manipulate variables (e.g. sunny day to cloudy)
The learner will be able to use a primary simulation-based software program to make
choices with different outcomes.
The learner will be able to search a visual database (e.g. picture dictionaries,
encyclopedias, etc.)
Publishing
The learner will be able to use a graphics program to complete a simple task such as
editing, resizing, changing the color, or designing a graphic using more advanced tools
(circle, rectangle).
The learner will be able to use the keyboard to enter words and sentences (use the shift
key, period, question mark, and exclamation point).
The learner will be able to use recording devices on the computer to record and play back
sound.
Technology
The learner will be able to identify the technology that applies to various careers.
The learner will be able to use technology to help recognize careers.
The learner will be able to explore past technologies still present in the school.
The learner will be able to save his/her own information to the network.
The learner will be able to recognize there are different systems between home
and school information.
The learner will be able to recognize examples of technology in the community.
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The learner will be able to demonstrate respect for the computer work of others.
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Second
Care and Usage
The learner will be able to describe the function of the pieces of hardware: monitor,
mouse, screen, keyboard, disk drive, CPU, power switch, printer, CD-ROM, etc.
The learner will be able to print specific tasks.
The learner will be able to use accessory keys: tab, shift, caps lock, esc, and punctuation
keys.
Communications
The learner will be able to observe the sending and receiving of an e-mail message using
telecommunications.
The learner will be able to identify and explain why certain communication tools are used
(e.g. voices, telephone, sign language, e-mail, etc.).
The learner will be able to recognize that there is no privacy when using the Internet.
The learner will be able to use the automated library system (e.g. Mandarin) to search
for information with assistance.
Data Analysis
The learner will be able to enter data into a spreadsheet template and print it out.
The learner will be able to enter variables into a primary-level simulation-based software
program (e.g. Zoo Zillions or Sammy’s Science House).
The learner will be able to enter data into a database template.
The learner will be able to use keywords to search library databases for books with
assistance.
Publishing
The learner will be able to make use of tools (e.g. clip art, resize, cut/paste, paintbrush,
etc.) to design his/her original graphics.
The learner will be able to use the paint and draw program to begin to integrate with
word processing programs.
The learner will be able to use graphics tools to refine, paint, and draw pictures, such as
fine-tuning with the eraser tool.
The learner will be able to use text and page-formatting options in a word processing
document, such as justification (right, left, center, full), fonts, size and style.
The learner will be able to apply editing techniques to delete and insert text in a word
processing document.
The learner will be able to use the keyboard to enter multiple sentences in paragraph
form (use the tab key).
The learner will be able to create components of a slide show to be included in a
cooperative project.
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Technology in Society
The learner will be able to identify careers located in urban, suburban, and rural settings.
The learner will be able to explore past technologies in the community.
The learner will be able to identify examples of changes in society.
The learner will be able to identify examples of various informational resources at home
and in school.
The learner will be able to describe the right of an individual to ownership of his/her
created computer work.
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Third
Care and Usage
The learner will be able to demonstrate the various functions of hardware: monitor,
mouse, screen, keyboard, disk drive, CPU, power switch, printer, CD-ROM etc.
The learner will be able to use related home row and related keys to type 10 wpm with
90% accuracy.
The learner will be able to use proper body positioning while typing (hands, fingers, arms,
feet, head, eyes).
Communications
The learner will be able to send an e-mail message with assistance.
The learner will be able to use a variety of electronic tools to communicate (e.g.
telephone, email).
The learner will be able to visit a web site, evaluate likes and dislikes.
The learner will be able to use applications and services provided (e.g. automated library
system, networked applications) to do a simple search for information.
Data Analysis
The learner will be able to enter data into a database template and print a report.
The learner will be able to select, sort, and print data in a spreadsheet.
The learner will be able to use key words to search library databases for information.
Publishing
The learner will be able to differentiate between the text and drawing tool in a drawing
and painting program.
The learner will be able to use fill tool, text tool, colors and related tools such as line
styles, transparent, and opaque shapes.
The learner will be able to apply click and drag techniques to format and edit a word
processing document, for example, selecting and replacing text.
The learner will be able to use the keyboard to type several paragraphs.
The learner will be able to use the spell checker to check and correct any misspellings in
a word processing document.
The learner will be able to use a digital camera or image with teacher direction in a
multimedia project using either multimedia or word processing programs.
The learner will be able to demonstrate the use of logical steps for constructing a slide
show.
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Technology in Society
The learner will be able to identify the ways that technology has changed the careers of
people in communities.
The learner will be able to explore the past technologies in the world.
The learner will be able to find examples of changes of technologies.
The learner will be able to understand terminology relating to storing information.
The learner will be able to use the appropriate resource for his/her informational needs.
The learner will be able to understand that the copyright law protects what a person or
company has created and saved with a computer.
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Fourth
Care and Usage
The learner will be able to identify and describe peripheral devices: scanners, digital
camera, zip drive, music keyboard, CD burner, etc.
The learner will be able to analyze proper body position (hand, fingers, arm, feet, head,
eyes).
The learner will be able to use the home row and related keys to type 15 wpm with 90%
accuracy.
Communications
The learner will be able to use telecommunications with assistance in order to send a
message requesting a specific response to a distant location.
The learner will be able to define the Internet, Internet address, web browser, surfing
the net, and web site.
The learner will be able to participate in an Internet search in a group setting.
The learner will be able to use a pre-set bookmark.
The learner will be able to use keywords to search electronic media.
The learner will be able to use applications and services provided (e.g. automatic library
system) to do a simple search for information.
Data Analysis
The learner will be able to use a spreadsheet to construct charts/graphs in order to
display and analyze real world data.
The learner will be able to set up a simple (2-3 field) database, enter data, and print a
report.
The learner will be able to use key words to search electronic media (such as CD-ROM,
Internet, and electronic dictionary) to find and retrieve information on a specific topic.
Publishing
The learner will be able to select and move pictures or parts of pictures around the
screen or to cut, copy, and paste.
The learner will be able to use a thesaurus as a tool to select synonyms in a word
processing document.
The learner will be able to rotate objects or pictures and/or flip them horizontally and
vertically.
The learner will be able to create a student generated word processing document.
The learner will be able to compose a multimedia project consisting of text, graphics, and
sound in a sequential presentation.
The learner will be able to use a digital camera and microphones to create a multimedia
presentation.
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Technology in Society
The learner will be able to use technology to research careers in New York State.
The learner will be able to describe the evolution of technologies in the home.
The learner will be able to describe the evolution of technology in his/her community.
The learner will be able to organize his/her personal data.
The learner will be able to explore appropriate informational systems for learning
purposes.
The learner will be able to demonstrate his/her understanding of copyright laws when
transferring research information to student work with assistance.
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Fifth
Care and Usage
The learner will be able to identify and describe peripheral devices: LCD, modem,
scanners, digital camera, zip drive, music keyboard, CD burner, digital tablet, etc.
The learner will be able to use a variety of software (word processing, database,
spreadsheet, presentation) packages to communicate information in different forms
using text, tables, pictures and sounds.
The learner will be able use drawing and painting programs.
The learner will be able to write a simple program to control an external device (e.g.
Lego).
The learner will be able to integrate correct body positioning with wpm benchmarks.
The learner will be able to use the home row and related keys to type 20 wpm with 95%
accuracy.
The learner will be able to access a network from multiple locations within a LAN.
Communications
The learner will be able to send a message requesting a specific response to a distant
location with assistance if necessary.
The learner will be able to make use of a video conference to complete an assignment.
The learner will be able to use and explain network functions (e.g. saving, printing, logging
in/out).
The learner will be able to identify types of on-line services available and how to access
(e.g. AOL. CompuServe, Prodigy, local ISP).
The learner will be able to create a simple web page with assistance, using text and
graphics that does not have to be published on the Internet.
The learner will be able to increase an awareness of efficient Internet use by developing
a plan or strategy.
The learner will be able to use keywords to search electronic media (e.g. electronic
almanacs) to access statistics.
Data Analysis
The learner will be able to use a simple spreadsheet with grade level math concepts.
The learner will be able to set up a more complex (4-6 field) database, enter data, and
print a report.
The learner will be able to use a simulation-based software program to plan or redesign
an area (e.g. environment or structure).
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Publishing
The learner will be able to apply layering techniques such as front-to-back, back-to-
front, and aligning objects such as the top, left, right, or bottom of objects in draw
programs.
The learner will be able to use the scaling options to resize a graphic from a draw
program.
The learner will be able to build a basic animation from a single image.
The learner will be able to apply page setup tools in a word processing document, for
example: orientation, margin settings, manual page breaks, and double spacing.
The learner will be able to use the keyboard to enter multiple pages of text.
The learner will be able to compose a multimedia presentation including text, graphics
and audio in a non-sequential presentation, for example: linking cards in Hypercard or
Hyperstudio stacks.
The learner will be able to use a scanner to incorporate pictures and text into multimedia
presentations.
The learner will be able to manipulate scanned text and pictures.
The learner will be able to explain potential uses of scanners.
Technology in Society
The learner will be able to identify computers as tools for accessing career information.
The learner will be able to research the changes in technology over time.
The learner will be able to select appropriate hardware and software to meet his/her
needs.
Revised 9/28/09 63