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 International- Intl. Technology Education Association: Standards for Technology Literacy |
| • Category : The Designed World
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| • Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.
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| • Grade Range : 9-8
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|  Benchmark P: There are many ways to communicate information, such as graphic and electronic means.
Graphic communication systems involve the design, development, and productions of visual messages. Examples of graphic systems include printing and photochemical processes, while examples of electronic systems are computers, DVD players, digital audiotapes, and telephones. This information can be expressed in various forms: electrical information can be formatted as digital (discrete bits) or analog (continuously variable signals). Multimedia combines information from a number of formats (audio, video, and data) and then transmits it. Television studios and telephone companies exemplify businessess that deal with multimedia.
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| Benchmark Q: Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, grapic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.
For example, the international symbols developed for transportation systems have helped to communicate critical information to traveler: a circle with a slash represents "No" or "Do not do." Emerging technologies often generate new symbols, measurement systems, and terminology. For example, ;-)is a symbol used in e-mail and on-line chat rooms to represent a wink. The development of the computer has spurred new terminology, such as gigabyte (a unit of computer storage capacity equal to one billion bytes) and nanosecond (one billionth of a second).
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WV- West Virginia Content Standards and Objectives |
| • Subject : Science
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| • Grade or Course : Ninth Grade
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| • Standard : Standard 2: Science as Inquiry (SC.S.2)
Students will:
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| Objective SC.9.2.1 : model and exhibit the skills, attitudes and/or values of scientific inquiry (e.g., curiosity, logic,
objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness,
creativity).
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| Objective SC.9.2.4 : properly and safely manipulate equipment, materials, chemicals, organisms and models.
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| Objective SC.9.2.5 : conduct explorations in a variety of environments (e.g., laboratories, museums, libraries,
parks and other outdoors locations).
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| Objective SC.9.2.6 : use appropriate technology solutions (e.g., computer, CBL, probe interfaces, software) to
measure and collect data; interpret data; analyze and/or report data; interact with simulations;
conduct research; and to present and communicate conclusions.
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| Objective SC.9.2.7 : demonstrate science processes within a problem solving setting (e.g., observing, measuring,
calculating, communicating, comparing, ordering, categorizing, classifying, relating,
hypothesizing, predicting, inferring, considering alternatives and applying).
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| • Standard : Standard 4: Science Subject Matter/Concepts
Students will:
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| Objective SC.9.4.3 : illustrate meiosis and mitosis and relate to chromosome number and production of sperm,
egg and body cells.
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| • Subject : Physical Education
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| • Grade or Course : High School
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| • Standard : Standard 1: Movement Forms (PE.S.1)
Students will:
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| Objective PE.HS.1.5: demonstrate competency/proficiency in dance and rhythmic activities.
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| • Standard : Standard 3: Physical Activity (PE.S.3)
Students will:
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| Objective PE.HS.3.2: participate in physical activity in addition to physical education class.
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| • Standard : Standard 5: Responsible Personal and Social Behavior (PE.S.5)
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| Objective PE.HS.5.3: follow proper procedures, demonstrate etiquette and fair play in physical activity settings.
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| • Subject : Technology
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| • Grade or Course : Ninth - Twelfth Grade
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| • Standard : Standard 5: Technology Research Tools (TEC.S.5)
Students will:
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| Objective TEC.9-12.5.1: use a variety of strategies to acquire information from electronic resources.
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USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) |
| • Grade : Grades 9-12
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.
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| Performance Objective 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)
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| Performance Objective 2: Make informed choices among technology systems, resources, and services. (1, 2)
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| Performance Objective 3: Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)
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| Performance Objective 4: Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)
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| Performance Objective 5: Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
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| Performance Objective 6: Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)
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| Performance Objective 7: Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)
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| Performance Objective 8: Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)
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| Performance Objective 9: Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)
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| Performance Objective 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. (4, 5, 6)
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USA- National Science Education Standards - Teaching Standards |
| • Standard A: Teachers of science plan an inquiry-based science program for their students.
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| Benchmark : Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students
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| Benchmark : Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners
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| Benchmark : Work together as colleagues within and across disciplines and grade levels.
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| • Standard B: Teachers of science guide and facilitate learning.
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| Benchmark : Focus and support inquiries while interacting with students.
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| Benchmark : Orchestrate discourse among students about scientific ideas.
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| Benchmark : Challenge students to accept and share responsibility for their own learning
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| Benchmark : Recognize and respond to student diversity and encourage all students to participate fully in science learning.
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| Benchmark : Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
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| • Standard C: Teachers of science engage in ongoing assessment of their teaching and of student learning.
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| Benchmark : Use multiple methods and systematically gather data about student understanding and ability.
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| Benchmark : Analyze assessment data to guide teaching.
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| Benchmark : Guide students in self-assessment.
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| Benchmark : Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
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| Benchmark : Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.
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| • Standard D: Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science.
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| Benchmark : Structure the time available so that students are able to engage in extended investigations.
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| Benchmark : Create a setting for student work that is flexible and supportive of science inquiry.
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| Benchmark : Ensure a safe working environment.
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| Benchmark : Make the available science tools, materials, media, and technological resources accessible to students.
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| • Standard E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.
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| Benchmark : Display and demand respect for the diverse ideas, skills, and experiences of all students.
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| Benchmark : Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
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| Benchmark : Nurture collaboration among students.
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| Benchmark : Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
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| Benchmark : Model and emphasize the skills, attitudes, and values of scientific inquiry.
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USA- 21st Century Learning Skills & ICT Literacy |
| • Area : Information and communication technology literacy
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| Skill : Thinking and problem-solving skills
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| Skill : Critical thinking and systems thinking
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| Skill : Problem identification, formulation, and solution
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| Skill : Creativity and intellectual curiosity
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| • Area : Information and communication skills
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| Skill : Information and media literacy skills
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| Skill : Communication skills
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| • Area : Interpersonal and self-direction skills
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| Skill : Interpersonal and collaborative skills
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| Skill : Self-direction
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| Skill : Accountability and adaptability
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| Skill : Social responsibility
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