Middle School Overview

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Technology Standards and Expectations – (by the end of Grade 8)
1. Basic Operations and Concepts.
a. Students demonstrate a sound understanding of the nature and operation of technology systems.
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1.       Students discuss ways technology has changed life at school and at home.
 
2.       Students discuss ways technology has changed business and government over the years.   
 
3.       Students recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly. 
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b. Students are proficient in the use of technology.
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1.       Students know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors).
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2.       Students know proper keyboarding positions and touch-typing techniques. 
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3.       Students manage and maintain files on a hard drive or the network. 
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4.       Students demonstrate proper care in the use of hardware, software, peripherals, and storage media. 
 
5.       Students know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives). 
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6.       Students identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences.
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7.       Students identify search strategies for locating needed information on the internet. 
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8.       Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.
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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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1.       Students identify cultural and societal issues relating to technology. 
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2.       Students discuss how information and communication technology supports collaboration, productivity, and lifelong learning. 
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3.       Students discuss how various assistive technologies can benefit individuals with disabilities. 
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4.       Students discuss the accuracy, relevance, appropriateness, and bias of electronic information sources.
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b. Students practice responsible use of technology systems, information, and software.
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1.       Students discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-phones, PDAs, wireless connectivity) and describe consequences of inappropriate use. 
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2.       Students discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws. 
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3.       Students use age-appropriate citing of sources for electronic reports.
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4.       Students identify appropriate kinds of information that should be shared in public chat rooms. 
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5.       Students identify safety precautions that should be taken while on-line.
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2c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
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1.       Students explore various technology resources that could assist themin pursuing personal goals. 
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2.       Students identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help them achieve personal 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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1.       Students know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker). 
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2.       Students know how to insert various objects (e.g., photos, graphics, sound, video) into wordprocessing XX documents, presentations, or web documents. 
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3.       Students use a variety of technology tools and applications to promote [their] creativity. 
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4.       Students understand that existing (and future) technologies are the result of human creativity. 
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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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1.       Students collaborate with classmates using a variety of technology tools to plan, organize, and 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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1.       Students use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students.  
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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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1.       Students use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences. 
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2.       Students identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents). 
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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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1.       Students use Web search engines and built-in search functions of other various resources to locate information.
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2.       Students describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM).
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b. Students use technology tools to process data and report results.
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1.       Students know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic.
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2.       Students perform simple queries on existing databases and report results on an assigned topic.
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5c. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.
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1.       Students identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource.
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2.       Students compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results.
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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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1.       Students use technology resources to access information that can assist [them] in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase).
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b. Students employ technology in the development of strategies for solving problems in the real world.
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1.       Students use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or community).
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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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1.       Students understand that new technology tools can be developed to do what could not be done without the use of technology. 
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2.       Students describe strategies for identifying, and preventing routine hardware and software problems that may occur during everyday technology use. 
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3.       Students identify changes in hardware and software systems over time and discuss how these changes affected various groups (e.g., individual users, education, government, and businesses). 
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4.       Students discuss common hardware and software difficulties and identify strategies for trouble-shooting and problem solving. 
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5.       Students identify characteristics that suggest that the computer system hardware or software might need to be upgraded. 
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b. Students are proficient in the use of technology.
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1.       Students use proper keyboarding posture, finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in operating a computer.
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2.       Students use accurate technology terminology.
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3.       Students use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technology-produced products. 
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4.       Students identify a variety of information storage devices (e.g., floppies, CDs, DVDs, flash drives, tapes) and provide a rationale for using a certain device for a specific purpose. 
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5.       Students identify technology resources that assist with various consumer related activities (e.g., budgets, purchases, banking transactions, product descriptions).
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6.       Students can identify appropriate file formats for a variety of applications.
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7.       Students can use basic utility programs or built-in application functions to convert file formats.
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8.       Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.
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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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1.       Students understand the potential risks and dangers associated with on-line communications.
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2.       Students identify security issues related to e-commerce. 
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3.       Students describe possible consequences and costs related to unethical use of information and communication technologies. 
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4.       Students discuss the societal impact of technology in the future. 
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b. Students practice responsible use of technology systems, information, and software.
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1.       Students provide accurate citations when referencing information from outside sources in electronic reports.
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2.       Students discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, spam, viruses, file-sharing). 
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2c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
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1.       Students use technology to identify and explore various occupations or careers. 
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2.       Students discuss uses of technology (present and future) to support personal pursuits and lifelong learning. 
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3.       Students identify uses of technology to support communication with peers, family, or school personnel. 
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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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1.       Students apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance communication and to support creativity. 
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2.       Students use a variety of resources, including the internet, to increase learning and productivity.
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3.       Students explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing, programming, video-editing). 
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4.       Students use available utilities for editing pictures, images, or charts.
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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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1.       Students use collaborative tools to design, develop, and enhance materials, publications, or presentations. 
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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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1.       Students use a variety of telecommunication tools (e.g., e-mail, discussion groups, IM, chat rooms, blogs, video-conferences, web conferences) or other online resources to collaborate interactively with peers, experts, and other audiences. 
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