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 International- Intl. Technology Education Association: Standards for Technology Literacy |
| • Category : The Nature of Technology
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| • Standard 3: Students will develop an understanding of the relationships among technologies an dthe connections between technology and other fields of study.
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| • Grade Range : 6-8
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|  Benchmark F: Knowledge gained from other fields of study has a direct effect on the development of technological produts and systems.
Studying the history of technology provides people with a way to learn from the successes and failures of their predecessors. In addition, skills learned from other fields of study enhance technological developments. For example skills learned in language arts are used in making design presentations. The concepts and principles of drawing are used in designing and rendering examples of technological products and systems. Scientific and mathematical knowledge and principles influence the design, production, and operation of technological systems. Science concepts, such as Ohm’s Law, aerodynamic principles, and the periodic table of elements, are used in the development of new materials and designs. Mathematical concepts, such as the use of measurement, symbols, estimation, accuracy, and the idea of scaling and proportion are key to developing a product or system and being able to communicate design dimensions and proper function.
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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 : 6-8
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| Benchmark E: Design is a creative planning process that leads to useful products and systems.
The design typically occurs in teams whose members contribute different kinds of ideas and expertise. Sometimes a design is for a physical object such as a house, bridge or appliance and sometimes it is for a non-physical thing, such as software.
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| Benchmark F: There is no perfect design.
All designs can be improved. The best designs optimized the desired qualities--safety, reliability, economy, and efficiency--within the given constraints. All designs build on the creative ideas of others.
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| Benchmark G: Requirements for a design are made up for criteria and constraints.
Criteria identify the desired elements and features of a product or system and usually relate to their purpose or function. Constraints, such as size and cost, establish the limits on a design.
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| • Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
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| • Grade Range : 6-8
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| Benchmark G: Invention is a process of turning ideas and imagination into devices and systems. Innovation is the process of modifying an existing product or system to improve it.
All technological refinement occurs through the process of innovation.
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| • Category : Abilities for a Technological World
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| • Standard 11: Students will develop abilities to apply the design process.
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| • Grade Range : 6-8
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| Benchmark H: Apply a design proces to solve problems in an beyond the laboratory-classroom.
Perform research, then anayze and synthesize the resulting information gathered through the design process. Identify and select a need, want, or problem to solve, which could result in a solution that could lead to an invention (original solution) or an innovation (a modification of an existing solution). Identify goals of the problem to be solved. thes goals specify what they desired result should be.
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| Benchmark J: Make two-dimensional and three-dimensional reprensentaions of the designed solution.
Two-dimensional examples include sketches, drawings, and computer-assisted designs(CAD). A model can take many forms, including graphic, mathematical and physical.
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| Benchmark K: Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.
Testing an evaluation determine if the proposed solution is appropriate for the problem. Based on the results of the tests and evaluation, students should improve the design solution. Problem solving strategies involve applying prior knowledge, asking questions, and trying ideas.
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| • Standard 13: Students will develop the abilities to assess the impact of products and systems.
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| • Grade Range : 6-8
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| Benchmark G: Use data collected to analyze and interpret trends in order to identify the positive or negative effects of technology.
Technologically literate citizens are able to fulfill their personal and social responsibility to asses technology.
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| • 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 : 6-8
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| Benchmark I: Communication systems are made up of a source, encoder, tansmitter, receiver, decoder, and destination.
A communication system is similar to other systems in that it includes input, processes, outputs, and sometimes feedback. Information is encoded using symbols and graphics. "To encode" means to change the form of a message (as in pushing a key on a keyboard to produce a binary signal or changing a signal form analog to digital). Information must be decoded in order to be understood by the receiver. "Decoding" is the reverse of encoding, with data being converted back to symbols an graphics. Switching circuits allow signals to be sent back and forth in the communication process. A network is a system connected by communication lines to move information from one device to another. An example of a network is a local area network connected by communication lines to move information from one device to another. An example of a network is a local area network (LAN), which connects computers to a server. Computers are the primary tools used for networking information and communication technologies.
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WV- West Virginia Content Standards and Objectives |
| • Subject : Science
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| • Grade or Course : Eighth Grade
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| • Standard : Standard 2: Science as Inquiry (SC.S.2)
Students will:
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| Detail : demonstrate the abilities necessary to do scientific inquiry;
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| Detail : demonstrate understanding about scientific inquiry; and
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| Detail : demonstrate the ability to think and act as scientists
by engaging in active inquiries, investigations and hands-on activities a minimum of 50% of the
instructional time.
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| Objective SC.8.2.1 : cooperate and collaborate to ask questions, find answers, solve problems, conduct
investigations to further an appreciation of scientific discovery.
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| Objective SC.8.2.2 : formulate conclusions through close observations, logical reasoning, objectivity,
perseverance and integrity in data collection.
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| Objective SC.8.2.3 : apply skepticism, careful methods, logical reasoning and creativity in investigating the
observable universe.
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| Objective SC.8.2.4 : use a variety of materials and scientific instruments to conduct explorations, investigations
and experiments of the natural world (e.g., barometer, anemometer, microscope, computer).
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| Objective SC.8.2.6 : utilize experimentation to demonstrate scientific processes and thinking skills (e.g.,
formulating questions, predicting, forming hypotheses, quantifying, identifying dependent and
independent variables).
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| Objective SC.8.2.7 : construct and use charts, graphs and tables to organize, display, interpret, analyze and
explain data.
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| Objective SC.8.2.8 : use appropriate technology solutions to gather, graph and interpret data and analyze
information.
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| Performance Descriptor : Distinguished:
The student demonstrates exceptional and exemplary performance with distinctive and
sophisticated application of knowledge and skills that exceeds the standard in science as inquiry.
Students can design an experiment that solves a problem; collect, organize and graph the data
applying the measurement of central tendency and frequency to draw conclusions. Students can
explain and relate dependent, independent, and controlled variables. Students apply safety
techniques and use proper equipment to solve the problem (Science Subject Matter/Concept
appropriate). Students, when given a completed scientific investigation, critically evaluate the
motives and identify the role of skepticism, recognizing bias, methodology, logical reasoning and
creativity in scientific investigations.
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| Performance Descriptor : Mastery:
The student demonstrates fundamental course or grade level knowledge and skills by showing consistent and accurate academic performance that meets the standard in science as inquiry. Students perform experiments and will organize, graph, analyze data, and draw conclusions from data collected in experiments. Students can explain and relate dependent, independent, and controlled variables. Students apply safety techniques and use proper equipment to solve problems (Science Subject Matter/Concept appropriate). Students describe the influence that skepticism, bias, methodology, logical reasoning and creativity have on scientific investigations.
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| Performance Descriptor : Partial Mastery:
The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in science as inquiry. Performance needs further development. Students can organize, graph, and form conclusions from given data. Students identify independent, dependent, controlled variables. Students routinely apply safety techniques and use proper equipment to solve problems (Science Subject Matter/Concept appropriate). Students can match the effects of skepticism, recognizing bias, methodology, logical reasoning and creativity with results in scientific investigations.
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| Performance Descriptor : Novice:
The student demonstrates substantial need for the development of fundamental knowledge and skills, characterized by fragmented and incomplete performance in science as inquiry. Performance needs considerable development. Students have a beginning knowledge of organizing, graphing, and forming conclusions from given data. Students are beginning to identify independent, dependent, controlled variables. Students are inconsistent in the application of safety techniques use proper equipment to solve problems (Science Subject Matter/Concept appropriate). Students identify skepticism, bias, methodology, logical reasoning and creativity in scientific investigations.
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| Performance Descriptor : Above Mastery:
The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that exceeds the standard in science as inquiry. Students perform experiments and will organize, graph, analyze data and draw conclusions from data collected; calculate measures of central tendency (mean, median, mode) and frequency. Students can explain and relate dependent, independent, and controlled variables. Students apply safety techniques and use proper equipment to solve problems (Science Subject Matter/Concept appropriate). Students predict the impact of skepticism, bias, methodology, logical reasoning and creativity on scientific investigations.
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| • Standard : Standard 5: Scientific Design and Application (SC.S.5)
Students will:
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| Detail : demonstrate an understanding of the interdependence between science and technology;
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| Detail : demonstrate the ability to utilize technology to gather data and communicate designs, results and
conclusions.
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| Objective SC.8.5.2 : compare scientific inquiry and technological design processes.
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| Objective SC.8.5.3 : explain why no technological design is perfect (e.g., constraints lead to tradeoffs).
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| • Subject : Technology
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| • Grade or Course : Eighth Grade
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| • Standard : Standard 1: Basic Operations and Concepts (TEC.S.1)
Students will:
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| Detail : demonstrate a sound understanding of the nature and operation of technology systems; and
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| Detail : demonstrate proficiency in the use of technology.
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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 5: Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
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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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| Performance Objective 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. (4, 5)
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| Performance Objective 8: Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
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| Performance Objective 9: Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)
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USA- National Science Education Standards |
| • Chapter Chapter 6: Science Content Standards
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| • Grade Level : 5-8
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| • Content Standard A: Science as Inquiry: As a result of activities in grades 5-8, all students should develop
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| • Ability/ Concept : Abilities necessary to do scientific inquiry
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| Detail : IDENTIFY QUESTIONS THAT CAN BE ANSWERED THROUGH SCIENTIFIC INVESTIGATIONS. Students should develop the ability to refine and refocus broad and ill-defined questions. An important aspect of this ability consists of students' ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.
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| Detail : COMMUNICATE SCIENTIFIC PROCEDURES AND EXPLANATIONS. With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations
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| • Content Standard E: Science and Technology: As a result of activities in grades 5-8, all students should develop
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| • Ability/ Concept : Abilities of technological design
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| Detail : IDENTIFY APPROPRIATE PROBLEMS FOR TECHNOLOGICAL DESIGN. Students should develop their abilities by identifying a specified need, considering its various aspects, and talking to different potential users or beneficiaries. They should appreciate that for some needs, the cultural backgrounds and beliefs of different groups can affect the criteria for a suitable product.[
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| Detail : DESIGN A SOLUTION OR PRODUCT. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints--such as cost, time, trade-offs, and materials needed--and communicate ideas with drawings and simple models.
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| Detail : COMMUNICATE THE PROCESS OF TECHNOLOGICAL DESIGN. Students should review and describe any completed piece of work and identify the stages of problem identification, solution design, implementation, and evaluation
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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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