El Dorado County Office of Education
Technology Standards and

Competencies for All Students

• introduction

• Technology Foundation Standards for Students

• National Profiles for Technology Literate Students Grades 9-12

• El Dorado County Technology Competencies Grades 9-12

CONTENTS

• Introduction

• Committee Members

• National Technology Foundation Standards for Students

• National Profiles for Technology Literate Students:   (1) Grades K-2, ( 2) Grades 3-5,  (3) Grades 6-8,  (4) Grades 9-12

• El Dorado County Technology Competencies:   (1) Grades K-2,  (2) Grades 3-5,  (3) Grades 6-8,  (4) Grades 9-12

INTRODUCTION

In the spring of 1998, a group of teachers and administrators from schools and districts throughout El Dorado County began meeting to identify the technology standards and competencies that are essential for all students. Over the next several months, these educators examined and discussed many documents, including the California curriculum standards and frameworks; state educational reform documents It’s Elementary, Caught in the Middle, and Second to None; the state task force recommendations in Connect, Compute, and Compete; the Digital High School application requirements; each district’s technology plan; and technology plans from districts outside our county. The committee used these documents and their own extensive experience and knowledge of exemplary practices to develop recommended benchmarks for technology competencies at grades K-2, 3-5, 6-8, and 9-12.

During this process, in early summer, 1998, the International Society for Technology in Education (ISTE) released Technology Foundation Standards as the first part of their National Educational Technology Standards (NETS) project. The NETS Project is funded by the National Aeronautics and Space Administration (NASA), the U.S. Department of Education; Milken Exchange on Education Technology; and Apple Computer, Inc. ISTE is a recognized leader among professional organizations for educators involved with technology. Many other educational organizations also acted as partners in this project. After examining these national standards, our committee chose to adopt the Foundation Standards and the accompanying performance indicators as recommended standards for all El Dorado County students. You will find these standards and indicators in the first part of this document. Additional information on the NETS Project, the entire document developed by ISTE, and future plans for NETS can be found at http://cnets.iste.org/

Following the Foundation Standards and the Performance Indicators developed in the NETS project you will find locally developed competencies which are intended to provide benchmarks so that teachers, students, and parents may more easily measure their progress towards the broader national standards. These competencies can help teachers target their time and effort on those technology skills that are most important. Keep in mind that these technology skills are important tools to increase student learning and achievement. Throughout the process of identifying these competencies, committee members repeatedly emphasized the importance of integrating instruction in technology skills within the core curriculum. Although identified separately here, the technology competencies are not intended to be taught in isolation. 

In recommending a common set of standards for all students in El Dorado County, we hope to improve articulation within and among districts and raise the level of achievement for all students.

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COMMITTEE MEMBERS

• Jo Avery - El Dorado Union High School District, El Dorado High School

• Mike Basham - El Dorado Union High School District, El Dorado High School

• Christine Baumgartner - Black Oak Mine Unified School District, Golden Sierra High School

• Dennis Carocci - El Dorado Union High School District

• Janet Cohen - Gold Trail Union School District, Gold Trail School

• Kate Doyle - El Dorado County Office of Education

• Patti Garrett - Buckeye Union School District, Buckeye School

• Debbie Green - Gold Oak Union School District, Gold Oak School

• Mitch Hall - Pollock Pines School District

• Debby Hanson - Mother Lode Union School District, Herbert Green Middle School

• Cathy Hook - Gold Oak Union School District, Pleasant Valley School

• Jeff Jensen - Camino Union School District, Camino School

• Reneé Krupp - El Dorado County Office of Education, Charter Community School

• Inez Lauerman - El Dorado Union High School District, Ponderosa High School

• Carol Neal - Cosumnes River College

• Judy Rinehimer - Cosumnes River College

• Mary Ritter - Buckeye Union School District, Brooks School

• Suzanne Surburg - Gold Oak Union School District, Pleasant Valley School

• Mary Simpson - Pioneer Union School District, Pioneer School

• Matt Souza - Black Oak Mine Unified School District, Georgetown School 

TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS

The technology foundation standards for students are divided into six broad categories. Teachers can use these standards as overarching goals for planning technology-based activities.

1.  Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems. 

• Students are proficient in the use of technology.

2.  Social, ethical, and human issues

• 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.

3.  Technology productivity tools

• 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.

4.  Technology communications tools

• 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.

5.  Technology research tools

• 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.

6.  Technology problem-solving and decision-making tools

• 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.

• Developed by the NETS Project http://cnets.iste.org/

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PROFILE FOR TECHNOLOGY LITERATE STUDENTS, GRADES PRE-K TO 2

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 2 students will:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audio tapes, and other technologies.

2. Use a variety of media and technology resources for directed and independent learning activities.

3. Communicate about technology using developmentally appropriate and accurate terminology. 

4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.

5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. 

6. Demonstrate positive social and ethical behaviors when using technology.

7. Practice responsible use of technology systems and software. 

8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. 

9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. 

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.

Developed by the NETS Project http://cnets.iste.org/

PROFILE FOR TECHNOLOGY LITERATE STUDENTS, GRADES 3 - 5

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 5 students will:

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. 

3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.

4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.

8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities.

9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

Developed by the NETS Project http://cnets.iste.org/

PROFILE FOR TECHNOLOGY LITERATE STUDENTS, GRADES 6 - 8

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 8 students will:

1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.

2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. 

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Developed by the NETS Project http://cnets.iste.org/

PROFILE FOR TECHNOLOGY LITERATE STUDENTS, GRADES 9 - 12

Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 12 students will:

1. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.

2. Make informed choices among technology systems, resources, and services.

3. Analyze advantages and disadvantages of widespread use and reliance of technology in the workplace and in society as a whole. 

4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. 

5. Use technology tools and resources for managing and communicating personal/professional information(e.g., finances, schedules, addresses, purchases, correspondence). 

6. Evaluate technology-based options, including distance and distributed education, for lifelong learning. 

7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.

8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. 

9. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. 

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Developed by the NETS Project http://cnets.iste.org/

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EL DORADO COUNTY TECHNOLOGY COMPETENCIES, GRADES K - 2

By the time students complete Grade 2, they will be able to:

• Basics

• Choose a program from a menu

• Exit a program

• Use proper printing procedures

• Correctly handle and use a mouse, earphones, disk

• Locate letters on a keyboard and enter text

• Use space bar, back space and delete keys

• Use appropriate vocabulary including keyboard, mouse, monitor

• Start up and shut down a computer system properly 

• Applications

• Use basic word processing applications such as ClarisWorks for Kids or the Writing Center

• Edit personal work

• Use interactive reading and math software on disk or CD-ROM to reinforce skills

• Use draw or paint modules to create graphics with programs such as KidPix

• Save work to hard drive or disk

EL DORADO COUNTY TECHNOLOGY COMPETENCIES, GRADES 3 - 5

By the time students complete Grade 5, they will be able to:

   Basics

• Keyboarding

• Use both hands in proper position, sit in proper position, use proper fingering

• Use correct spacing between words, after commas, and after periods

• Use tab to indent

• Use shift, caps lock, and keyboard shortcuts when appropriate

• Key 10 wpm Use appropriate vocabulary, including network, hard drive, floppy disk, desktop, software, hardware, CD-ROM, file, icon, double-click, drag, pull-down menus, server 

   Organize desktop and files

• Save files, distinguish between Save and Save as, and choose location to save

• Locate, retrieve and save files on school network

• Properly shut down a computer

• Identify icons for files, programs folders, and disks

• Resize windows, change the view of a window

• Create/delete folders

• Copy a file to a disk and backup files to another disk

• Check printer for proper paper position and load paper into different printers

• Use page/print previews before printing

• Use the undo command when necessary

• Use help menus and manuals

• Format a floppy disk 

   Appropriate Use of Tools

• Choose the appropriate tool for the job at hand (e.g., calculator, pencil/paper, mental math)

• Understand the importance of taking care of the equipment 

   Ethical Use

• Understand and apply the district’s Acceptable Use Policy

• Understand and respect basic restrictions on the use of others’ work 

• Applications

   Use a Word Processing Program to Create and Edit a Written Project

• Enter and manipulate text and graphics

• Enter text from notes or paper copy

• Center text

• Set tabs

• Change font, size, style

• Understand importance of design in choosing fonts and styles for a document

• Insert graphics

• Use spell check and thesaurus

• Find and replace text

   Use computer assisted instruction programs

• Enter and analyze information appropriately and correctly in a simple teacher-structured spreadsheet

• Use simple ready-made templates to enter information into database programs. Sort and select records according to specified criteria.

• Create presentations incorporating text and graphics

   Research

• With the teacher’s assistance, develop a clear, well-focused research question

• Locate information in reference material stored on a CD-ROM

• Access the Internet from the district network

• Use class e-mail account with teacher assistance

• Choose resources from a list of hypertext links

• Enter Internet addresses (URLs) to open a specific Internet

• Download and save files and graphics

• Use modified search programs such as Yahooligans or Magellan Green Light sites

• Evaluate the relevance of information and select the most appropriate information for the purpose

• Cite references correctly

• Evaluate reliability of information

EL DORADO COUNTY TECHNOLOGY COMPETENCIES, GRADES 6 - 8

In addition to the standards identified for Grades 3-5, by the time students complete Grade 8, they will be able to:

Basics

• Keyboarding

• Use proper fingering, technique, posture

• key 20 net words per minutes (Note:  Currently 25 words per minute is required to waive keyboarding in high school)

Terminology

• Use appropriate terminology related to computers and technology in written and oral communications

• RAM, ROM, processing speed 

General

• Understand hierarchical organization of files and directories

• Work with multiple file formats

• Use a scanner, CD-ROM, microphones, digital camera 

Troubleshooting

• Able to use logical steps to eliminate possible reasons for common problems (loose connections, printer lacks paper, etc.) 

Ethical Use

• Adhere to the district’s acceptable use policy

• Understand and respect basic copyright restrictions 

Applications and Presentations

• Create a document using a word processing program

• Incorporate graphics

• Create columns and tables

• Create headers and footers

• Use outline

Create a Spreadsheet

• Create, enter and edit formulas

• Select and format spreadsheet data for printing

• Generate charts from spreadsheet data

Create a database

• Create a database with 5 fields, including a summary field

• Perform sorts and queries and interpret the results

• Select data, format and print reports 

Use presentation, multimedia authoring, and/or web page editing programs to present information

Use a storyboard to plan the complete product

Incorporate text, graphics, sounds, and video

Apply basic design principles 

Research

• Increase ability to access, evaluate, and use information effectively

• Access electronic information from

• CD-ROM encyclopedia

• Internet, including web pages, newsgroups, and e-mail

Use effective search strategies

• Distinguish between topic and keyword searches

• Choose directories or keyword search programs as appropriate

• Use Boolean search terms (and, or, not) and other features to expand and narrow searches

Evaluate sources for reliability, credibility, and relevance

Synthesize information and choose best presentation tools for content, audience

EL DORADO COUNTY TECHNOLOGY COMPETENCIES, GRADES 9 - 12
 

By the time students complete Grade 12, they will be able to:

Basics (Windows XP, Windows XP Courses and Tutorials)

• Format a floppy disk

• Close a program properly and shut down computer

• Access, retrieve, print, (with a different file name),  delete a file

• Using a find command locate a file from disk, computer and network.

• Rename, copy (from disk or CD), move a file from one location to another computer, network (How to move a file to another folder, older information on moving files)

• Organize files within folders in a logical order (How to create a folder, older information on file organization)

• Copy & Paste (more information)

• Back up files or (hard drive)

• Understand extensions on files and web sites  (Find what a file extension means, Common Internet File Formats, Saving a file with a different format

• Use a scanner, CD-ROM, digital cameras

• Share a document from a network

• Students will choose the best tool for the task to be completed

• Students will be aware of moral, legal and ethical issues re use of technology and electronic information

• Students will adhere to the district’s appropriate use policy, follow copyright requirements, and avoid plagiarism (California Requirements for Acceptable Use Policies)

Troubleshooting

Students will be able to use logical steps to eliminate possible reasons for common problems.

Keyboarding (On-line Typing Test)

• Use proper fingering techniques, posture

• Key 30 net words per minute 

• Applications and Presentations

Word Processing (A Quick Reference)

• Create and edit a document using a word processing program and…

• Set appropriate margins, tabs

• Create headers, footers, footnotes

• Set tabs—decimals, left, right, center

• Create columns

• Create outlines using appropriate formatting and consistency

• Integrate appropriate graphics, tables, etc into document

• Use inside advanced formatting features such as colored text, borders, paragraph, text shading, superscript, subscript, bold, underlining

• Use spell check and grammar check features to assure proper use of spelling and grammar

• Use appropriate page breaks, section breaks and column breaks (i.e., not leave a section header on one page or section)

• Create and edit a résumé

• MLA Format, How To Organize A Research Paper and Document with MLA Citations, A Guide For Writing Research Papers, Using Microsoft Word, Microsoft Word for Beginners,

Databases (A Quick Reference)

• Understand terminology: field, sort, query, found set, summary field, calculated field, auto-created field, numeric vs. text field

• Sort and query existing databases to obtain specific information and interpret results. Demonstrate ability to sort and query using more than one field.

• Plan and create a simple database that organizes information for personal and shared use.

• Format reports to communicate information effectively.

• Create forms for consistent data entry.

Spreadsheets (A Quick Reference)

• Create spreadsheets including formulas and functions to analyze data and explore cause and effect relationships

• Format cells, use relative and absolute addressing within a file

• Create charts from spreadsheet data that communicate data/relationships effectively

• Export spreadsheets to word processing and presentation software 

Multimedia (A Quick Reference) / Desktop Publishing

• Students will be able to plan, develop and deliver a multimedia presentation using appropriate hardware/software and information that integrates text, images/graphics, sound and video.

• Students will be able to use a DTP program to design, create, and publish

• Business cards, flyers, & brochures incorporating graphics and a newsletter with columns and graphics

• Students will be able to design and publish a web page that incorporates hypertext links, graphics, appropriate format, and navigation devices for academic purposes.

• Students will be able to make design and style choices appropriate to audience and purpose.

• Students will be able to select representative works for an electronic portfolio to submit to an employer or college admissions office.

Research

• Students will be able to locate, evaluate, and utilize information effectively from the Internet and other electronic resources, including periodical databases

• Students will develop effective search strategies, and be able to use subject guides, keywords, and Boolean techniques

• Students will be able to evaluate sources for reliability, credibility, and relevance

• Students will be able to cite sources in a variety of media correctly

• Students will be able to use e-mail to communicate effectively with a variety of audiences and for a variety of purposes

• Students will be able to identify sources of career and college information

• Terminology

• e-mail, telnet, newsgroups, browsers, chat rooms, search engines, URLs,history file, bookmarks.

On-Line Learning Resources
 

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January 1999; Revised 1/05