Computer Applications
From FAS Curriculum
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Grades Nine through Twelve – Technology Standards and Expectations – (by the end of Grade 12)
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1. Basic Operations and Concepts
a. Students demonstrate a sound understanding of the nature and operation of technology systems.
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CA
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1. Students discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software).
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2. Students identify the capabilities and limitations of emerging communication resources.
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3. Students understand the importance of both the predictable and unpredictable impacts of technology.
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T
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4. Students identify changes in hardware and software systems over time and discuss how these changes might affect them personally in their role as a lifelong learner.
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T
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5. Students understand the purpose, scope, and use of assistive technology.
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6. Students understand that access to online learning increases educational and workplace opportunities.
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T
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b. Students are proficient in the use of technology.
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CA
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1. Students will be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills.
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2. Students understand the relationship between electronic resources, infrastructure, and connectivity.
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I
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3. Students will routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency.
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M
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4. Students assess and solve hardware and software problems by using online help or other user documentation and support.
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T
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5. Students identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav).
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I
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6. Students demonstrate how to import/export text, graphics, or audio files.
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I
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7. Students proofread and edit a document using an application’s spelling and grammar checking functions.
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M
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2. Social, ethical, and human issues
a. Students understand the ethical, cultural, and societal issues related to technology.
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CA
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1. Students identify legal and ethical issues related to use of information and communication technology.
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T
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2. Students analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses.
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I
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3. Students discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society.
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T
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4. Students discuss the possible consequences and costs of unethical uses of information and computer technology.
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T
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2. Social, ethical, and human issues
b. Students practice responsible use of technology systems, information, and software.
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CA
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1. Students identify ways that individuals can protect their technology systems from unethical or unscrupulous users.
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T
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2. Students demonstrate the ethical use of technology as a digital citizen and lifelong learner.
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M
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3. Students explain the differences between freeware, shareware, and commercial software.
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I
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4. Students adhere to fair use and copyright guidelines.
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IT
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5. Students create appropriate citations for resources when presenting research findings.
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T
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6. Students adhere to the district acceptable use policy as well as state and federal laws.
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M
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c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
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CA
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1. Students explore career opportunities and identify their related technology skill requirements.
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T
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2. Students design and implement a personal learning plan that includes technology to support his/her lifelong learning goals.
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3. Technology productivity tools
a. Students use technology tools to enhance learning, increase productivity, and promote creativity.
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CA
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1. Students complete at least one online credit, or non-credit, course or online learning experience.
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2. Students use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence).
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3. Students have access to and utilize assistive technology tools.
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T
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4. Students apply advanced software features such as an application’s built-in thesaurus, templates, and styles to improve the appearance of word processing documents, spreadsheets, and presentations.
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T
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5. Students use an online tutorial and discuss the benefits and disadvantages of this method of learning.
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TT
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6. Students develop a document or file for inclusion into a web site or web page.
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7. Students use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work).
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T
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8. Students have the opportunity to participate in real-life experiences associated with technology-related careers.
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T
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b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
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CA
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1. Students identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project.
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4. Technology communications tools
a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
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CA
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1. Students identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality).
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I
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2. Students use available technologies (e.g., desktop conferencing, e-mail, groupware, instant-messaging) to communicate with others on a class assignment or project.
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3. Students collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications.
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T
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4. Students plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing).
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b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
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CA
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1. Students use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences.
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T
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5. Technology research tools
a. Students use technology to locate, evaluate, and collect information from a variety of sources.
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CA
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1. Students compare, evaluate, and select appropriate internet search engines to locate information.
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T
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2. Students determine if online sources are authoritative, valid, reliable, relevant, and comprehensive.
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T
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3. Students distinguish between fact, opinion, point of view, and inference.
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4. Students evaluate resources for stereotyping, prejudice, and misrepresentation.
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b. Students use technology tools to process data and report results.
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CA
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1. Students formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings.
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c. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.
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CA
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1. Students develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys).
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6. Technology problem-solving and decision-making tools
a. Students use technology resources for solving problems and making informed decisions.
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CA
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1. Students use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning.
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T
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2. Students describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and field experts.
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b. Students employ technology in the development of strategies for solving problems in the real world.
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CA
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1. Students formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences.
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