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 International- Intl. Technology Education Association: Standards for Technology Literacy |
| • Category : The Nature of Technology
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| • Standard 1: Students will develop an understanding of the characteristics and scope of technology.
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| • Grade Range : 6-8
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|  Benchmark H: Technology is closely linked to creativity, which has resulted in innovation.
Most inventions are inspired by perceived needs and wants- the hairbrush, for example. Other inventions are linked to developing creative ideas and the way a person uses them, not necessarily their intended use. For example, the invention of the tea bag grew out of a packaging strategy to replace expensibe tin containers. Althought teas was packaged in small silk bags to give away as sampless, some useers thought it was a new ways to brew the tea, and thus the tea bag was born. An invention can always be improved, and trying new ideas is often key to that improvement.
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| • Category : Design
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| • Standard 8: Students will develop an understanding of the attributes of design.
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| • Grade Range : 9-12
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| Benchmark H: The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.
The design process is a systematic, iterative approach to problem solving that promotes innovation and yields design solutions. To systematically seek an optimum design solution, engineers and other design professionals use experience, education, established design principles, creative intuition, imagination, and culturally specified requiremetns.
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| Benchmark J: The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved.
The design process also involves considering how designs will be developed, produced, maintained, managed, used, and assessed. As a result, multiple solutions are possible. More knowledge or competing technologies cause a design to change with time.
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| Benchmark K: Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.
When such competition happens, trade-offs occur, and the design is modified to accommodate these requirements. Different people may choose different solutions, depending on how they weigh factors.
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WV- West Virginia Content Standards and Objectives |
| • Subject : Math
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| • Grade or Course : Seventh Grade
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| • Standard : Standard 3: Geometry (MA.S.3)
Students will:
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| Detail : solve problems using visualization, spatial reasoning, and geometric modeling
through communication, representation, reasoning and proof, problem solving, and making connections
within and beyond the field of mathematics.
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| • Grade or Course : Eighth Grade
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| • Standard : Standard 3: Geometry (MA.S.3)
Students will:
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| Detail : solve problems using visualization, spatial reasoning, and geometric modeling
through communication, representation, reasoning and proof, problem solving, and making connections
within and beyond the field of mathematics.
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| Objective MA.8.3.6 : create scale models including ratio, proportion and similar figures using pencil/paper and
dynamic geometry software.
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| • Grade or Course : Algebra I
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| • Standard : Standard 2: Algebra (MA.S.2)
Students will:
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| Detail : demonstrate understanding of patterns, relations, and functions;
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| Detail : use mathematical models to represent and understand quantitative relationships; and
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| Detail : analyze change in various contexts
through communication, representation, reasoning and proof, problem solving, and making connections
within and beyond the field of mathematics.
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| • 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.9.2.4 : properly and safely manipulate equipment, materials, chemicals, organisms and models.
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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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USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) |
| • Grade : Grades 6-8
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 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
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| Performance Objective 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. (4, 5, 6)
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| • 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 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 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- NCTM (Nat. Council of Teachers of Mathematics): Principles & Standards for School Mathematics |
| • Area : Standards
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| • Level : Grades 6–8
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| • Topic : Geometry
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| • Instructional program descriptor : Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
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| Expectation : precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties;
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| • Instructional program descriptor : Use visualization, spatial reasoning, and geometric modeling to solve problems
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| Expectation : use visual tools such as networks to represent and solve problems;
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| Expectation : recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.
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| • Level : Grades 9–12
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| • Topic : Representation
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| Instructional program descriptor : create and use representations to organize, record, and communicate mathematical ideas;
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| Instructional program descriptor : select, apply, and translate among mathematical representations to solve problems;
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| Instructional program descriptor : use representations to model and interpret physical, social, and mathematical phenomena.
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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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| • 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 : Social responsibility
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