TIPS Project, Summer 2001
Barry Jahn
online2.org
ISTE Technology Foundation Standards for Students
Technological Literacy Goals
and Objectives for High School graduation
Activities and
Alignment to ISTE Standards
Oregon CIM for
Technological Literacy
The primary purpose of this project is to
provide a direction and set of activities for educators (grades 7-12) that
relate to high school technological literacy graduation standards.
ISTE
(International Society for Technology in Education) is the guiding body for
this movement. They set up the NETS project to formulate the foundation guidelines.
The state of Oregon has a technological
literacy CIM, but has yet to begin development and implementation. Included in this packet are several matrices
that will give teachers and school districts the assistance they may need in
order to move in this direction.
Every activity has been tested, modified and
enhanced over many years and proven effective in a classroom environment. They are all available on the internet and
project-based. They can be easily
integrated into any curriculum area, or cumulatively used as a one-semester to
one-year computer applications course.
Extensions to this project may include
adding other teacher-tested activities and develop an online database to manage
them.
ISTE Technology
Foundation Standards for Students
International Society for Technology in Education
·
Students demonstrate a
sound understanding of the nature and operation of technology systems.
·
Students are proficient
in the use of technology.
·
Students understand the
ethical, cultural, and societal issues related to technology.
·
Students practice
responsible use of technology systems, information, and software.
·
Students develop
positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.
·
Students use technology
tools to enhance learning, increase productivity, and promote creativity.
·
Students use
productivity tools to collaborate in constructing technology-enhanced models,
preparing publications, and producing other creative works.
·
Students use
telecommunications to collaborate, publish, and interact with peers, experts,
and other audiences.
·
Students use a variety
of media and formats to communicate information and ideas effectively to
multiple audiences.
·
Students use technology
to locate, evaluate, and collect information from a variety of sources.
·
Students use technology
tools to process data and report results.
·
Students evaluate and
select new information resources and technological innovations based on the
appropriateness to specific tasks.
·
Students use technology
resources for solving problems and making informed decisions.
·
Students employ
technology in the development of strategies for solving problems in the real
world.
Technological
Literacy Goal for High School graduation:
Goal: Using the ISTE foundation standards as a guideline to
certify technological literacy by grade 12, the student will demonstrate
ethical and responsible use of technology as a productivity and problem solving
tool by completing and presenting integrated projects involving:
Ř
word processing, spreadsheets, database management, graphics, e-mail,
internet based research, ethics issues, and operating skills in a
Win95/98/networked operating environment.
Objectives
The
student will demonstrate the above skills as follows:
|
Word
Processing Skills |
Inserting and formatting
images, word art, charts and symbols. |
|
Database
Management Skills |
Design flat-file database.
|
|
Spreadsheet
Skills |
Basic design/layout
strategies. Special formatting and
mathematical functions. |
|
Graphing
Skills |
Proper use of bar, line,
pie charts. |
|
Internet
Usage Skills |
Analyze various internet
research techniques. |
|
Operating
System & Networking Skills |
Formatting disks;
transferring files (pc to floppy to file server); managing a pc in a Win95/98
environment. |
|
Social,
Ethical, and Human Issues |
Practice ethical and responsible use of
technology systems, information, and software. |
|
Major
Projects integrating all of above (including presentation) |
Project to satisfy the
State CIM Bench Marks. This lends itself well to
a research project that will integrate all of the above objectives and can be
used for certification. |
ACTIVITIES with ISTE STANDARDS
(alignment with above objectives)
The
following activities are multidisciplinary and can be modified to apply in any
curriculum area. These activities have
been developed, updated, and integrated successfully over the past decade. Collectively, they would take approximately
one semester to complete. The first
seven categories focus on skill building, and the final category (Major
Projects) consists of projects that can
be used for final evaluation to certify technological literacy for a
student.
If links in the following table are no longer active, then you can locate all these activities (and many more) at http://online2.org in the Computer Skills coruses.
|
|
Activities |
ISTE standards |
|
Word
Processing Skills |
Reece Aircraft
Project Nations Research
Project |
1, 3 1, 3, 4, 6 1, 2, 3 1, 3, 4, 5, 6 |
|
Database
Management Skills |
Nations Research
Project Volleyball
Research Project |
1, 3 1, 3, 4, 5, 6 1, 3, 4, 5, 6 |
|
Spreadsheet
Skills |
Hours Worked Project Crates Project
(inc. graphing) Office Expansion
Project Reece Aircraft
Project |
1, 3 1, 3 1, 3 1, 3, 4, 6 |
|
Graphing
Skills |
Crates Project
(inc. graphing) Reece Aircraft
Project |
1, 3 1. 3. 4. 6 |
|
Internet
Usage Skills |
1, 3 1, 3 1, 3, 5 1, 3, 5 |
|
|
Operating
System & Networking Skills |
About Me
Project |
1 1 |
|
Social,
Ethical, and Human Issues |
Social
and Ethical Issues Project |
2, 5 |
|
Major
Projects integrating all of above (including presentation) |
Reece Aircraft
Project Nations Research
Project Volleyball
Research Project |
1, 2, 3, 4, 5 1, 2, 3, 4, 6 1, 3, 4, 5, 6 1, 3, 4, 5, 6 |
NETS Project
Technology Performance Indicators
Grade
9-12 Students
A major component of the NETS Project is the
development of a general set of profiles describing technology literate
students at key developmental points in their pre-college education. These
profiles reflect the underlying assumption that all students should have the
opportunity to develop technology skills that support learning, personal
productivity, decision-making, and daily life. These profiles and associated
standards provide a framework for preparing students to be lifelong learners
who make informed decisions about the role of technology in their lives.
The profiles
below are indicators of achievement at certain stages in Pre K-12 education.
They assume that technology skills are developed by coordinated activities that
support learning throughout a student’s education. These skills are to be
introduced, reinforced, and finally mastered, and thus, integrated into an
individual’s personal learning and social framework. They represent essential,
realistic, and attainable goals for lifelong learning and a productive
citizenry.
The standards
and performance indicators are based on input and feedback from educational
technology experts as well as parents, teachers, and curriculum experts. In
addition they reflect information collected from the professional literature
and local, state, and national documents.
Performance Indicators:
All students
should have opportunities to demonstrate the following performances.
Numbers in
parentheses following each performance indicator refer to the standards
category to which the performance is linked.
The following technology
foundation standards for students are the result of the National Educational
Technology Standards (NETS) project, an initiative by the International Society for Technology in Education
(ISTE).
The standards 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 the performance indicators found within the Profiles for Technology
Literate Students by Grade Level (at the end of this document) 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.
CIM for Technological Literacy
Content Standard: School
districts may establish their own content standards and benchmarks in
technology. The Oregon Department of Education encourages school districts to
provide quality technology education.
These standards are to be
integrated at the appropriate grade levels, K-12.
|
Technological Knowledge Demonstrate understanding of technological concepts and processes, and their relationship to and impact on other disciplines.
|
|
Technological Application Apply technological concepts and processes to solve practical problems and extend human capabilities.
|
Oregon Standards
(Technology Bench Mark)
This benchmark activity was designed to meet the following Technology Education Common Curriculum Goals for a Certificate of Initial Mastery (CIM) as stated by the Oregon Department of Education.
Program: Technology Education
Strand: Information Technology Level: 4
Sample Benchmark:
Ř Investigate the fairest way to create two equal-ability volleyball teams from a random group of high boys and girls.
Ř Design a product that will meet a specified need (ie., research project presentation).
Ř Produce a product that will accomplish a specified need (ie., use applications software to view a research project presentation)
Ř Evaluate the quality and suitability of the product (ie., peer evaluation)
Teachers.Net - Teacher
Resources
www.teachers.net
Kathy Schrock's Guide for Educators
discoveryschool.com/schrockguide
Intel Teach to the Future
Program
Hundreds of web based links
(virtual library resource center)
One of the quickest and most
comprehensive search sites.