chariho regional school district · web viewchicago public schools performance assessment ideas and...

Chariho Regional SchoolDistrict

Technology Education CurriculumGrades K-8

November 29, 2006

Chariho Regional School DistrictTechnology Education Curriculum

Grades K - 8Table of Contents

Section One Task Force Membership Epistemological Foundations Introduction District Mission, Vision, and Beliefs

Section Two Report on Knowledge Base for Technology Education National Educational Technology Standards for Students (NETS)

Hallmarks of Excellence for Technology Education Statement of Educational Goals for Technology Education Content/Process Standards for Technology Education

Section Three I-SAFE Scope and Sequence for Grades 3 – 8 Rubrics and Checklists

Section Four Performance Assessment Plan and Strategies for Technology Education

Section Five Educator to Educator

NETS Performance Standards by Grade 5, 6, 7 and 8 Useful Websites Computer Software Tutorials Internet Note Sheet Citation Resource Links to Curriculum Standards (ELA, Math, Science, and

Applied) Educator to Parent

Chariho Internet Use Agreement Formso Elementaryo Secondary

i-SAFE Information Educator to Student

Useful Websites, Tutorials, and ProgramsSection Six

References

1

Computer Technology Task Force

Membership

Holly BartonPatricia DipollinoWilliam FarrellRichard Finlaw

Marissa HazlehurstKaren Mann

Michelle SteeverPhilip ThorntonGregory Zenion

2

Epistemological Foundations

The Chariho Regional School District believes that students learn best when they are actively engaged in and personally responsible for the learning process. Students need a safe and positive environment in which to talk purposefully about learning, to experience learning, and to observe learning. Learning is enhanced when students have an interest in and choice about what they learn. Students should be engaged in meaningful learning experiences that match their developmental status. New learning builds on previous knowledge through a process that is challenging and rigorous. That process must encourage students to problem-solve and to think originally, critically, and creatively. Thinking and problem-solving are closely linked to a demanding core of content knowledge. Learning is most quickly assimilated when connected to student goals, when students evaluate their own work and learning habits, and when instruction appeals to a variety of learning modalities and talents. In an environment of high expectations, sustained and directed student effort and expert teaching practices determine the extent of learning. Our schools and district will organize to encourage and support both.

Introduction

The Chariho Regional School District will ensure the use of technology as a tool in the educational process to improve student achievement as evidenced by reaching state and national standards. All students will be provided with the opportunity to acquire the knowledge and skills necessary to realize their potential, and to become productive citizens.

We live in the Information Age. This age and the culture in which we live are increasingly being supported and changed by a wide variety of technologies. Technology is rapidly developing and changing. Chariho is responsible for preparing its students to be productive, contributing members of our society. This is done through effective, efficient, and meaningful instruction.

Our students will leave Chariho to live and work in the 21st century. We are preparing them for a workplace and a home that is technologically oriented, which will demand workers and parents who can use higher order thinking skills. Jobs and life in general, will require people who can solve problems, understand complex terminology, communicate clearly, and make sense out of rapidly changing information. Life itself will demand higher levels of literacy in all areas.

To this end, we in the Chariho Regional School District believe that technology exists as a very powerful, essential tool in the education process for both students and staff. Technology should be part of every curriculum at every level of instruction. "All technologies, at every level, explored by everyone" is a broad way to state the impact and importance of this fact of life.

Since technology empowers students to improve achievement, technology needs to be incorporated into the regular classroom curriculum as a seamless component of the delivery of instruction. Technology should not be treated as a stand-alone or “extra” subject, but incorporated into all students’ academic lives as it is in the wider world of work, personal interests and recreation. All performance assessments will be measured through integrated curriculum assignments with standardized rubrics to ensure mastery of technology skills, except in the areas of basic skills where teacher observation using a skill checklist is appropriate.

The Chariho Regional School District will provide computers and Internet capabilities to each classroom kindergarten through grade 12. Students in grades five through eight will attend computer literacy classes focused on keyboard instruction, introduction, reinforcement and mastery of computer software and Internet safety concepts and will have access to computers with teacher assistance and supervision during and after school.

By the end of the twelfth grade, each student in the Chariho School District will understand the essential role technology plays in a person’s ability to succeed in the 21st century. Each student will understand social, ethical and human implications of using computer technology. He or she will be able to effectively use digital resources, including software programs, Internet and the electronic portfolio to conduct daily operations and contribute to his or her own discrete knowledge base. He or she will realize the power given by technology to communicate and collaborate with others, collect information, and create new knowledge. He or she will routinely use productivity, communication and research tools to understand concepts, produce original work, present ideas, solve problems and make decisions based on real life situations and issues.

6

District MissionThe Chariho Regional School District is a community of learners whose mission is to ensure that all students receive an outstanding education with an emphasis on rigorous academic standards and the skills needed to inspire lifelong learning and productive citizenship.

District VisionThe District’s state-of-the-art facilities and highly qualified staff support the attainment of high standards of performance, the development of inspired leaders, and the encouragement of innovative thinking. Committed to continuous improvement, research-based exemplary practice, and data-informed decision-making, we nurture, challenge, and guide our community of learners to thrive and excel.

District BeliefsWe believe that:

rigorous academic standards are the foundation of this school district; all students can learn; education is a shared responsibility of students, parents, staff, and the community; learning is a continuous, lifelong process; all students, parents, staff, and community members have unique talents and abilities that are to be

encouraged, developed, and celebrated; appropriate resources and supports are necessary for a successful learning community; the “whole child” must be educated in a safe, secure, and nurturing environment; everyone must be treated with kindness, dignity, and respect; schools must prepare students to be creative and critical thinkers, problem solvers, and effective

communicators; schools must prepare students to be team members, community contributors, and productive citizens in a

global society; with vision, courage, and hard work, all things are possible; instructional and program decisions must be data-informed and research-based; all students can meet or exceed rigorous academic standards.

7

Report on Knowledge Basefor

Technology Education

Best teaching practices for technology education include implementing and ensuring the National Education Technology Standards (see Educator to Educator section) are taught at all grade levels of the curriculum. We also understand that certain conditions are necessary for schools to effectively use technology for learning, teaching, and educational management. Physical, human, financial, and policy dimensions greatly affect the success of technology use in schools. A combination of essential conditions is required to create learning environments conducive to powerful uses of technology, including:

Vision with support and proactive leadership from the education system Educators skilled in the use of technology for learning Content standards and curriculum resources Student-centered approaches to learning Assessment of the effectiveness of technology for learning Access to contemporary technologies, software, and telecommunications networks Technical assistance for maintaining and using technology resources Community partners who provide expertise, support, and real-life interactions Ongoing financial support for sustained technology use Policies and standards supporting new learning environments

Copyright 2000, ISTE International Society for Technology in EducationNational Educational Technology Standards for Students (NETS)

1. Basic operations and concepts Students demonstrate a sound understanding of the nature and operation of technology systems.

8

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, prepare

publications, and produce 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 for 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.

9

Hallmarks of Excellencefor

Technology Education Traditional educational practices no longer provide students with all the necessary skills for economic survival in today’s workplace. Students today must apply strategies for solving problems using appropriate tools for learning, collaborating, and communicating. The following chart lists characteristics representing traditional approaches to learning and corresponding strategies associated with new learning environments:

MORE LESS Student-centered instruction Teacher-centered instruction Multi-sensory instruction Single-sense instruction Multi-path progression Single-path progression Multimedia Single media Collaborative work Isolated work Information exchange Information delivery Active/exploratory/inquiry-based learning Passive learning Critical thinking and informed decision-making Factual, knowledge-based learning Authentic, real-world context Isolated, artificial context

National Educational Technology Standards for Students (June, 1998), published by the International Society for Technology in Education (ISTE), NETS Project.

10

Statement of Educational Goalsfor


To live, learn, and work successfully in an increasingly complex and information-rich society, students must be able to use technology effectively. Within an effective educational setting, technology can enable students to become:

Capable information technology users Information seekers, analyzers, and evaluators Problem solvers and decision makers Creative and effective users of productivity tools Communicators, collaborators, publishers, and producers Informed, responsible, and contributing citizens

11

Content/Process Standards for


Technology Performance Standards by end of Grades 4, 6, and 8

Standard: 1. Basic operations and concepts: A. Students demonstrate a sound understanding of the nature and operation of technology systems. (nature and operations)By Grade 41. Students identify how to use basic input devices (e.g., keyboard fingering and mouse or track-pad manipulation), output devices (e.g., monitor and printer use), and software resources (e.g., diskette, CDROM use).2. Students name common technology found in homes (e.g., VCRs, tape or digital recorder, CD player, digital still and video cameras, telephones, radios).3. Students use functions represented by symbols and icons commonly found in application programs (e.g., font, size, bold, underline, alignment, color of type).By Grade 61. Students know how to use basic input and output devices (including adaptive devices as needed); access network resources (e.g., printers, fileservers); and use common peripherals (e.g., scanners, digital probes, digital cameras, video projectors).2. Students recognize, discuss, and visually represent ways technology has changed life and work at school and in the home, community, business, industry, and government over the past three decades.3. Students identify and know how to use Menu options in application programs to develop text, graphic; save, print, format, and add multimedia features; store, access, and manage files; and use dictionary, thesaurus, and spelling and grammar tools.4. Know proper keyboarding position and technique to touch type using the correct hands for alphabetic, numeric, and special purpose keys (arrows, escape, backspace, delete, caps lock, and control); and know how to use these keys.

12

By Grade 81. Students recognize hardware and software components used to provide access to network resources and know how common peripherals (e.g., scanners, digital cameras, video projectors) are accessed, controlled, connected, and used effectively and efficiently.2. Students know how to evaluate, select, and use appropriate technology tools and information resources to design, plan, develop, and communicate content information appropriately, addressing the target audience and providing accurate citations for sources.3. Students know how to identify appropriate file formats for a variety of applications and apply utility programs to convert formats, as necessary, for effective use in Web, video, audio, graphic, presentation, word processing, database, publication, and spreadsheet applications.4. Students continue touch typing techniques, increasing keyboarding facility and improving accuracy, speed, and general efficiency in computer operation. Know how to use the Edit Menu items to correct errors in a document.5. Students examine changes in hardware and software systems over time and identify how changes affect businesses, industry, government, education, and individual users.

Standard 1: Basic operations and concepts: B. Students are proficient in the use of technology (information management).By Grade 4Students recognize functions of basic File Menu commands (new, open, close, save, save as, print) and folders to manage and maintain computer files on a hard drive or other storage medium (diskette, CD-ROM).By Grade 6Students identify basic software commands used to manage and maintain computer files on a hard drive, diskette, or CD-ROM; manage and maintain their files on a network.By Grade 8Students identify strategies and procedures for efficient and effective management and maintenance of computer files in a variety of different media and formats on a hard drive and network.

Standard 1: Basic operations and concepts: B2. Students are proficient in the use of technology. (terminology and problem solving)By Grade 4Introduced in grade 5.

13

Standard 2. Social, ethical, and human issuesA. Students understand the ethical, cultural, and societal issues related to technology.i-SAFE America Curriculum: Cyber community citizenship, personal safety, cyber security, intellectual property and cyber bullying.By Grade 4Students identify common uses of information and communication technology in the community and in daily life.By Grade 6Students identify issues related to how information and communication technology supports collaboration, personal productivity, lifelong learning, and assistance for students with disabilities.By Grade 8Students identify legal and ethical issues related to use of information and communication technology, recognize consequences of its misuse, and predict possible long-range effects of ethical and unethical use of technology on culture and society.

Standard 2. Social, ethical, and human issuesB. Students practice responsible use of technology systems, information, and software.By Grade 4Students recognize that copyright affects how one can use technology systems, information, and software resources.By Grade 6Students discuss basic issues related to responsible use of technology and information, identify scenarios describing acceptable and unacceptable computer use, and describe personal consequences of inappropriate use.By Grade 8Students discuss issues related to acceptable and responsible use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism), analyze the consequences and costs of unethical use of information and computer technology (e.g., hacking, spamming, consumer fraud, virus setting, intrusion), and identify methods for addressing these risks.

14

Standard 2. Social, ethical, and human issuesC. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.By Grade 4Students describe acceptable and unacceptable computer etiquette and how to work cooperatively with peers, family members, and others when using technology in the classroom or at home.By Grade 6Students identify software or technology-delivered access that is valuable to them, and describe how it improves their ability to communicate, be productive, or achieve personal goals.By Grade 8Students examine issues related to computer etiquette and discuss means for encouraging more effective use of technology to support effective communication, collaboration, personal productivity, lifelong learning, and assistance for individuals with disabilities.

Standard 3. Technology productivity toolsA. Students use technology tools to enhance learning, increase productivity, and promote creativity.By Grade 4Students are familiar with word processing, drawing tools, concept mapping software, graphing software, map making software, and other productivity software to illustrate concepts and convey ideas.By Grade 6Students identify and apply common productivity software features such as menus and toolbars to plan, create, and edit word processing documents and presentations.By Grade 8Students describe and apply common software features (e.g., spelling and grammar checkers, dictionary, thesaurus, editing options) to maximize accuracy in development of word processing documents; sorting, formulas and chart generation in spreadsheets; and insertion of pictures, movies, sound, and charts in presentation software to enhance communication to an audience, promote productivity, and support creativity.

15

Standard 3. Technology productivity toolsB. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.By Grade 4Introduced in Grade 5.By Grade 6Students know procedures for importing and manipulating pictures, images, and charts in word processing documents and presentations, and other creative works.By Grade 8Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; and to apply utilities for editing pictures, images, and charts.

Standard 4. Technology communications toolsA. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.By Grade 4Introduced in Grade 5. By Grade 6Students identify telecommunications tools (online discussions and Web environments) and online resources for collaborative projects with other students inside and outside the classroom who are studying similar curriculum-related content.By Grade 8Students know how to use telecommunications tools such as e-mail, discussion groups, and online collaborative environments to exchange data collected and learn curricular concepts by communicating with peers, experts, and other audiences.

Standard 4. Technology communications toolsB Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.By Grade 4Introduced in Grade 5.

16

By Grade 6Students know how to use a variety of developmentally appropriate media (e.g., presentation software, newsletter templates, and Web pages as resources for clip art, music, and information resources) to communicate ideas relevant to the curriculum to their classmates, families, and others.By Grade 8Students know how to use a variety of media and formats to design, develop, publish, and present products (e.g., presentations and newsletters) that effectively communicate information and ideas about the curriculum to multiple audiences.

Standard 5. Technology research toolsA. Students use technology to locate, evaluate, and collect information from a variety of sources.By Grade 4Students, with adult assistance or student partner, identify steps for using technology resources such as CD-ROMs (reference or educational software), and web-based search engines to locate information on assigned curriculum topics.By Grade 6Students describe steps for using common Web search engines and basic search functions of other technology resources to locate information, and guidelines for evaluating information from a variety of sources for its relevance to the curriculum.By Grade 8Students know how to conduct an advanced search using the internet and know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness.

Standard 5. Technology research toolsB. Students use technology tools to process data and report results.By Grade 4Students, with assistance from the teacher, know how to use a common databases (e.g., library catalogs) to locate information on assigned topics in the curriculum. By Grade 6Students know how to use a common database (e.g. library catalog, databases) to perform basic queries designed to process data and report results on assigned topics in the curriculum.

17

By Grade 8Students know how to identify and implement procedures for designing, creating, and populating a database; and in performing queries to process data and report results relevant to an assigned hypothesis or research question.

Standard 5. Technology research toolsC. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.By Grade 4Introduced in Grade 5. By Grade 6Students identify, record, and organize information on assigned topics in the curriculum by selecting and using appropriate information and communication technology tools and resources (e.g., slide show, timeline software, database, conceptual mapping).By Grade 8Students know how to select and use information and communication technology tools and resources to collect and analyze information and report results on an assigned hypothesis or research question.

Standard 6. Technology problem-solving and decision-making toolsA. Students use technology resources for solving problems and making informed decisions.By Grade 4Introduced in Grade 5.By Grade 6Students know how to select and apply information and communication technology tools and resources that can be used to solve particular problems (e.g., concept-mapping software to generate and organize ideas for a report; illustrate or sequence a story; a drawing program to make a picture; presentation software to communicate and illustrate ideas; a graph program to organize and display data; a Web browser and search engine to locate needed information).

18

By Grade 8Students identify two or more types of information and communication technology tools or resources that can be used for informing and solving a specific problem and presenting results, or for identifying and presenting an informed rationale for a decision.

Standard 6. Technology problem-solving and decision-making toolsB. Students employ technology in the development of strategies for solving problems in the real world.By Grade 4Students identify ways technology has been used to address real-world problems.By Grade 6Students know how to select and use information and communication technology tools and resources to collect, organize, and evaluate information relevant to a real-world problem.By Grade 8Students describe the information and communication technology tools they might use to compare information from different sources, analyze findings, determine the need for additional information, and draw conclusions for addressing real-world problems.

19

i-SAFE SCOPE AND SEQUENCE GRADES 3 - 8

Grade Level 3Task Standard

AddressedThe following ideas and concepts are introduced:

Place in communities are identified by addresses. An Internet address is called a URL. Terminology introduction and discussion: appropriate and inappropriate Inappropriate places in the community, and on the Internet, are described as places

that are not suitable for kids. Concept introduction: inappropriate equals unsafe. Age-appropriate descriptions of inappropriate websites Concept introduction: inappropriate website can be accessed through e-mail. E-mail is a way people communicate online by sending written letters. Appropriate e-mail is a fun way to communicate with people you know. Even if e-mail is not used very much yet at this age, the important thing to

remember is that students should follow the rules for Internet and e-mail use that parents have established.

Age-appropriate strategy to get out of inappropriate websites is described as click the ‘X’ (close box) in the corner of the web page.

Cyber Community Citizenship

The following ideas and concepts are introduced: Discussion of the FBI Internet safety tips Concept expansion: definition and discussion of the term trusted adult

Personal Safety

Vocabulary and age-appropriate computer virus prevention techniques are introduced. Cyber SecurityThe i-SAFE character, i-Buddy, is used to introduce the concept of Intellectual Property.

Create a comparison of tangible property to Intellectual Property Age appropriately define rules for Intellectual Property Identify material which qualifies as Intellectual Property Create and share guidelines about using Intellectual Property

Intellectual Property

Introduce the concepts of Cyber bullying and kindness online through a focus of relating them to behaviors in the physical world. Identify courses of action and resources:

Cyber Bullying

20

Simple definitions of cyber bullying and netiquette. Tips on prevention Resources to report


AddressedGrade 3 concepts are introduced and built upon by introducing the following:

Some types of e-mail are inappropriate e-mails. Inappropriate e-mails are described briefly as threatening or mean e-mails, hoaxes,

scams and SPAM. Definitions for inappropriate e-mails are described with age-appropriate terminology. Ways to handle inappropriate e-mail that may be received are described in the

following ways:1. Don’t open e-mail from people you don’t know.2. It’s a good idea to ask for permission from an adult before you open any e-mail.3. If an e-mail contains inappropriate materials delete it.4. Never reply to SPAM e-mail

Concept introduction: inappropriate websites can be fixed so that responsible cyber citizens cannot get out of them very easily.

Additional strategies to get out of inappropriate websites are described as Click the back arrow and if all else fails, turn off the system completely.


Grade 3 concepts are introduced and built upon by introducing the following: Concept introduction: identifying information Other forms of cyber communication (Instant messaging, Chat Rooms and Bulletin

Boards) Terminology introduction and discussion: permission

Personal Safety

Grade 3 concepts are introduced and built upon by introducing the following: Terminology introduction and discussion: e-mail forwards. Forwarded email is a red flag for viruses. Terminology introduction and discussion: automatically, as it is related to viruses and

e-mail.

Cyber Security

21

Reinforcement of age-appropriate computer virus prevention techniques.An introduction to the concept of Intellectual Property is used to develop an understanding of how students can use online Intellectual property correctly.

Discuss guidelines for using Intellectual property correctly Incorporates an integrated literacy activity in which students use an Intellectual

property example correctly to create a new paragraph


Introduce the concepts of Cyber bullying and kindness online with a focus on Netiquette. Identify courses of action and resources:

Definitions of cyber bullying and netiquette. Tips on prevention Resources to report

Cyber Bullying


AddressedIn an age and experience appropriate manner, investigate and identify key concepts associated with responsible and safe Internet choices and behaviors as they pertain to:

Providing personal information Screen names and Passwords Online communication methods

Personal Safety

The Internet community is compared to the physical community, highlighting the following similarities:

Real people interact Examples of safe/appropriate and unsafe/inappropriate places Strategies for age-appropriate safe travel


Cyber security issues are addressed, focusing on the following issues: E-mail protocol and etiquette Attributes of viruses Consequences of spam, flaming, and viruses

Cyber Security

Investigate and identify key concepts associated with responsible and safe online interaction, with a focus on issues associated with Internet predators:

Key characteristics

Predator Identification

22

Grooming process Proactive techniques to reduce risk

Investigate and identify key concepts associated with responsible use on the Internet, focusing on the following aspects of intellectual property:

Attributes and types Definitions of copyright and plagiarism Techniques to avoid IP theft and plagiarism


Build upon concepts introduced in previous grade level, or use an age-appropriate introduction to investigate and identify key concepts associated with cyber bullying and netiquette:

Attributes and types Expansion of definition Techniques to avoid bullying

Cyber Bullying

Learners will become familiar with what an acceptable use policy is, their school/districts AUP, and how to offer suggestions for revision based on what they have learned.

Acceptable Use Policies

Learners will develop a comprehensive understanding of safety tips to remember whendesigning and building their own websites such as:

Providing personal information Protecting Identity Not posting pictures, etc.

Safe Website Design

Introduce the concept of Personal Web Logging (Blogging) and safety issues concerned with it such as:

Providing personal information Protecting Identity Form of communication

Web Logs

Learners will develop their knowledge of intellectual property by taking a closer look at copyright and fair use laws.

Copyright and Fair Use


AddressedBuild upon concepts introduced in previous grade levels, or use an age-appropriate Personal Safety

23

introduction, to investigate and identify key concepts associated with responsible and safe Internet choices and behaviors as they pertain to:


The Internet community is compared to the physical community, with a focus on rules and responsibilities as citizens.


An overview of cyber security issues leads into a focus on: Vocabulary associated with e-mail use Attributes of computer viruses Consequences of malicious behavior involved in online communication

Cyber Security


Key characteristics Grooming process Proactive techniques to reduce risk


Build upon concepts introduced in previous grade levels, or use an age-appropriate introduction, to investigate and identify key concepts associated with responsible use on the Internet, focusing on the following aspects of intellectual property:

Attributes and types Definitions of copyright and plagiarism Techniques to avoid intellectual property theft and plagiarism Consequences on intellectual property theft


Build upon concepts introduced in previous grade levels, or use an age-appropriate introduction to investigate and identify key concepts associated with cyber bullying and netiquette:

Attributes and types Expansion of definitions Background on why. Discuss motivation for both

Cyber Bullying



24

Learners will develop a comprehensive understanding of safety tips to remember when designing and building their own websites such as:


Safe Website Design



Web Logs




AddressedBuild upon concepts introduced in previous grade levels, or use an age-appropriate introduction, to investigate and identify key concepts associated with responsible and safe Internet choices and behaviors as they pertain to:


Personal Safety

The Internet community is compared to the physical community, with a focus on the following:

Who participates How people interact The roles of community leaders


An overview of cyber security leads into a focus on the aspects of cyber bullying: Recognition Consequences Techniques to prevent or discourage

Cyber Security

Investigate and identify key concepts associated with responsible and safe online Predator

25

interaction, with a focus on issues associated with Internet predators: Key characteristics Grooming process Proactive techniques to reduce risk

Identification

Build upon concepts introduced in previous grade levels, or use an age-appropriate introduction, to identify key concepts associated with responsible use on the Internet, focusing on the following aspects of intellectual property:

Attributes and types Definitions of copyright and plagiarism Techniques to avoid intellectual property theft and plagiarism Consequences on intellectual property theft


Build upon concepts introduced in previous grade levels, or use an age-appropriate introduction to identify key concepts associated with cyber bullying:

Attributes and types / Expansion of definitions Techniques to avoid/report bullying Consequences of cyber bullying

Cyber Bullying

Integrate knowledge and concepts previously learned about hacking, steganography, malicious code (i.e. viruses and worms) with information on cyber terrorism, to identify and comprehend the utilization of the Internet in cyber terrorism and cyber warfare.

Homeland Security





Safe Website Design



Web Logs

Learners will develop their knowledge of intellectual property by taking a closer look at Copyright and

26

copyright and fair use laws. Fair Use


AddressedBuild upon concepts introduced in previous grade levels, or use an age-appropriate introduction, to investigate and identify key concepts associated with responsible and safe Internet choices and behaviors as they pertain to:


Personal Safety

The Internet community is compared to the physical community, with a focus on evaluating the appropriateness of websites considering:

Age-group Intended use Reliability of information.


Overview of cyber security issues, with details on specific threats and consequences of: Computer viruses Trojan horses Worms Hacking

Cyber Security


Key characteristics Grooming process Proactive techniques to reduce risk


Build upon concepts introduced in previous grade levels, or use an age-appropriate introduction, to identify key concepts associated with responsible use on the Internet, focusing on the following aspects of intellectual property:

Definitions of copyright and plagiarism Laws governing intellectual property


Build upon concepts introduced in previous grade levels, or use an age-appropriate Cyber Bullying

27

introduction to identify key concepts associated with cyber bullying: Expansion of definition Introduction of cyber stalking concept Laws governing harassment online

Integrate knowledge and concepts previously learned about hacking, steganography, malicious code (i.e. viruses and worms) with information on cyber terrorism, to identify and comprehend the utilization of the Internet in cyber terrorism and cyber warfare.

Homeland Security





Safe Website Design



Web Logs



28

Rubrics and Checklists

Chicago Public Schools Performance Assessment Ideas and Rubrics -http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics.html

Curricular Technology – Rubrics, lessons and tutorials about a number of software - http://www.germantownacademy.org/curtech/curtech.htm

Evaluating Web Pages: A WebQuest - http://mciunix.mciu.k12.pa.us/~spjvweb/evalwebteach.html Integrating Technology into your Curriculum - http://www.k12.hi.us/~dtisdell/integration/resource.html Kathy Schrock’s Guide for Educators – webpage and general rubrics –

http://school.discovery.com/schrockguide/assess.html Multimedia Grading Rubric - http://www.aufdenspring.com/rubric.html Project Based Learning – Checklists to support project based learning and evaluation -

http://pblchecklist.4teachers.org/ Project-Based Learning with Multimedia - http://pblmm.k12.ca.us/ Rubric Builder - http://landmark-project.com/classweb/tools/rubric_builder.php3 Rubric for Evaluating WebQuests – http://edweb.sdsu.edu/webquest/webquestrubric.html Rubric for "Publishable Quality" Engaged Learning Web Sites -

http://www-ed.fnal.gov/lincon/el_project_rubric.shtml Rubrics for Web Lessons - http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm Rubistar – Create rubrics for your Project Based Learning Activities - http://rubistar.4teachers.org/ Teacher Tech Tools - An Internet Hotlist on Teacher Tech Tools -

http://www.kn.pacbell.com/wired/fil/pages/listteacherlw.html Teach-ology – Create a variety of rubrics online! - http://www.teach-nology.com/web_tools/rubrics/ Understanding Rubrics in the Middle School - http://www.middleweb.com/rubricsHG.html

29

http://www.middleweb.com/rubricsHG.html

http://www.teach-nology.com/web_tools/rubrics/

http://www.kn.pacbell.com/wired/fil/pages/listteacherlw.html

http://rubistar.4teachers.org/

http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm

http://www-ed.fnal.gov/lincon/el_project_rubric.shtml

http://edweb.sdsu.edu/webquest/webquestrubric.html

http://landmark-project.com/classweb/tools/rubric_builder.php3

http://pblmm.k12.ca.us/

http://pblchecklist.4teachers.org/

http://www.aufdenspring.com/rubric.html

http://school.discovery.com/schrockguide/assess.html

http://www.k12.hi.us/~dtisdell/integration/resource.html

http://mciunix.mciu.k12.pa.us/~spjvweb/evalwebteach.html

http://www.germantownacademy.org/curtech/curtech.htm

http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics.html

District Performance Assessment Plan and Strategiesfor


K – 4 Technology Check-ListTask Standard

Assessed Date Mastered Teacher CommentsUse basic input devices (keyboard, mouse) 1. Basic

OperationsUse functions represented by symbols and icons commonly found in application programs (e.g. font, size, bold, underline, alignment, color of type)

1. Basic Operations

Use basic file menu commands (new, open, close, save, save as, print)

1. Basic Operations

Create bibliography of sources 2.Social, ethical and human issues

Use Trash and Treasure method of note-taking to avoid plagiarism

2.Social, ethical and human issues

i-SAFE curriculum will be assessed separately 2.Social, ethical and human issues

Use at least two types of productivity software to illustrate concepts and convey ideas. (e.g. word processing, drawing tools, concept mapping, graphing software, map making software)

3.Technology productivity tools

Software used:

30

Use an online library catalog to locate information on assigned topics in the curriculum.

5.Technology research tools

31

Educator to Educator

NETS Performance Standards by Grade 5, 6, 7, and 85TH Grade

STANDARD CONTENT STRATEGIES ASSESSMENT RESOURCES1. Basic operations and concepts

a. Students demonstrate a sound understanding of the nature and operation of technology systems. (nature and operations)

1a1. Know how to use basic input and output devices

Teacher- modeling. Teacher observation recorded on a checklist.

Page 21; Glencoe

1a2. Access network resources (printer, fileservers)

Teacher Demonstration, opportunities for student practice.

Teacher observation recorded on a checklist.

1a3. Recognize Technology has changed. History of Computers

Teacher monitoring of readings about the history of computers, class discussion

Develop a time-line.

1a4. Know how to use menu options: Save, print, format, dictionary, thesaurus, spell check.



Print: Pg 14; Prentice HallThesaurus: Pg 166; Prentice HallSave: pg 13; Prentice hallSpell Check: pg 121 Prentice HallDictionary:

1a5. Open/Close documents



Open: pg 11; Prentice HallClose: pg 14; Prentice Hall

1a6. Proper keyboarding position & technique.

Teacher Demonstration, opportunities for student practice. Posters at each station.Directed Lessons

Observations, keyboarding lessons.

Keyboarding positions: pg 16-23, 18 & 19; Prentice Hall.Keyboarding practice pages pg 25-114; Prentice Hall

b1. Students are proficient in the use

maintain computer files on a hard drive

Teacher Demonstration,

32

of technology.(information management)

(u:), diskette, or CD-ROM.

opportunities for student practice

b2. Students are proficient in the use of technology.(terminology and problem solving)

Vocabulary DevelopmentIdentify correct terminology used to describe basic hardware, software, and networking functions.

Teacher use of terminology, student handouts.

A written vocabulary test.

b. Students practice responsible use of technology systems, information, and software.

2b1. Discuss basic issues related to responsible use of technology and information.

Classroom discussion. i-SAFE

2b2. Describe personal consequences of inappropriate use.

Classroom discussion using scenarios.

i-SAFE

2b3. Identify scenarios describing acceptable and unacceptable computer use

Teacher Modeling, Policy sent home.

Teacher- Student discussion.

I-SAFE

2b4. Cites basic electronically- generated information.

Teacher- directed lessons, use of recording sheets.

Specific scoring criteria accompanying an integrated assignment. Recording sheet attached.

3. Technologyproductivity tools

a. Students use technology tools to enhance learning, increase productivity, and promote creativity.

Keyboarding3a1. Demonstrates proper posture, position, and technique

Posters at each computer station, teacher-modeling, class discussion.

Teacher observation recorded on a checklist.By the end of a quarter 5th grade should be up to approximately lesson 13.

Getting started: pg 1-14; Prentice Hall.

3a2. Uses navigation keys (arrows, tab, scroll bar)




33

3a3. Demonstrates proper home row position.



Word Processing 3a4. Enters text

Teacher demonstration, opportunities for student practice.


3a5. Formats font/style Teacher demonstration, opportunities for student practice.


3a6. Uses spell check Teacher demonstration, opportunities for student practice.


Fonts: 132, 204-208; Prentice Hall

3a7. Selects/deletes text



pg 121 Prentice Hall

b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Graphics and Multimedia3b1. Uses paint/draw tools


Specific scoring criteria accompanying an integrated assignment.

Inserting clip art: pg 214-221; Prentice Hall Lesson 24 pg 359-366; Prentice Hall

3b2. Inserts/deletes clipart.



4. Technologycommunications tools

a. Students use telecommunications to collaborate, publish, and interact with peers, experts,

Identify email and online discussions.

Teacher demonstration and discussion, opportunities for student practice.


Lesson 27 & 28; Prentice Hall

34

and other audiences.b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

4b1. Introduction to presentation software.



Presentations: pg 339; Prentice Hall

Web pages4b 2. Access an Internet site



Searching the internet: pg 398; Prentice Hall

5. Technology researchtoolsa. Students use technology to locate, evaluate, and collect information from a variety of sources.

5a1. Uses a search engine to conduct a basic internet search.



b. Students use technology tools to process data and report results.

5b1. Use library catalog to perform a basic search.



5b2. Collects basic data via electronic references.



c. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Organize information using appropriate tools/ program.



6. Technology problem-solving and decision-making

6a1. Concept-mapping software to generate and organize ideas

Teacher demonstration and discussion, opportunities for


Inspiration

35

tools

a. Students use technology resources for solving problems and making informed decisions.

student practice.6a2. Web browser and search engine to locate needed information



6a3. Drawing program to make a picture.



Paint

6a4. Introduction to presentation software to communicate and illustrate ideas.



6TH Grade STANDARD CONTENT STRATEGIES ASSESSMENT RESOURCES

1. Basic operations and concepts


1a1. Know how to use basic input and output devices

Teacher- modeling. Page 21; Glencoe

1a2. Access network resources (printer, fileservers)



1a3. Use common peripherals (e.g., scanners, digital probes, digital cameras, video projectors).



1a4. Recognize Technology has changed. History of Computers


Develop a time-line

1a5. Know how to use menu options: Save, print, format, dictionary, thesaurus,



Print: Pg 14; Prentice HallThesaurus: Pg 166; Prentice HallSave: pg 13; Prentice hall

36

spell check. Spell Check: pg 121 Prentice HallDictionary:

1a6. Open/Close documents



Open: pg 11; Prentice HallClose: pg 14; Prentice Hall

1a7. Proper keyboarding position & technique.

Teacher Demonstration, opportunities for student practice. Posters at each station.Directed Lessons

Observations, keyboarding lessons.

Keyboarding positions: pg 16-23, 18 & 19; Prentice Hall.Keyboarding practice pages pg 25-114; Prentice Hall

b1. Students are proficient in the use of technology.(information management)

maintain computer files on a hard drive (u:), diskette, or CD-ROM.

Teacher Demonstration, opportunities for student practice

b2. Students are proficient in the use of technology.(terminology and problem solving)

Vocabulary DevelopmentIdentify correct terminology used to describe basic hardware, software, and networking functions.

Teacher use of terminology, student handouts.

A written vocabulary test

2. Social, ethical, andhuman issues

a. Students understand the ethical, cultural, and societal issues related to technology.

2a1.Follow rules of acceptable computer and Internet use.

Policy posted at each computer station, weekly practice, and monthly reminders.


2a2. Identify legal and ethical issues related to use of information.

Teacher directed lessons, opportunities for student practice.

I-SAFE

2a3. Recognize consequences of its misuse.

Teacher directed lessons, opportunities for student discussion.

I-SAFE

b. Students practice responsible use of

2b1. Discuss basic issues related to

Classroom discussion. I-SAFE

37

technology systems, information, and software.

responsible use of technology and information.2b2. Describe personal consequences of inappropriate use.

Classroom discussion using scenarios.

I-SAFE

2b3. Identify scenarios describing acceptable and unacceptable computer use

Teacher Modeling, Policy sent home.

I-SAFE

2b4. cites electronically- generated information.

Teacher- directed lessons, use of recording sheets.

Specific scoring criteria accompanying an integrated assignment. Recording sheet attached.


a. Students use technology tools to enhance learning,increase productivity, andpromote creativity.

Keyboarding3a1. Demonstrates proper posture, position, and technique




3a2. Uses navigation keys (arrows, tab, scroll bar)




3a3. Demonstrates proper home row position.



3a4. Attention to speed and accuracy.

Teacher Modeling. Practice with timed lessons.

Word Processing 3a5. Enters text



3a6. Formats font/style Teacher demonstration, opportunities for student practice.


3a7. Uses spell check Teacher Teacher observation Fonts: 132, 204-208;

38

demonstration, opportunities for student practice.

recorded on a checklist.

Prentice Hall

3a8. Selects/deletes text



pg 121 Prentice Hall






3b2. Inserts/deletes clipart.



3b3. Sizes/moves clipart




3b4. Develops and presents information via multimedia program.




a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Identify telecommunications tools (email, online discussions, Webenvironments)




b. Students use a variety of media and formats to communicate

4b1. Introduction to presentation software.




39

information and ideas effectively to multiple audiences.





4b 3.Navigate and Internet site





5a1. Uses a search engine to conduct a basic internet search.




5b1. Use library catalog to perform a basic search.



5b2. Collects data via electronic references.



c. Students evaluate and select new informationresources and technological innovations based on the appropriateness for specific tasks.

Organize information using appropriate tools/ program.



6. Technology problem-solving and decision-making tools

6a1. Concept-mapping software to generate and organize ideas.



Inspiration

40


6a2. Web browser and search engine to locate needed information.



6a3. Drawing program to make a picture.



Paint

6a4. Introduction to presentation software to communicate and illustrate ideas.



7th GradeSTANDARD CONTENT STRATEGIES ASSESSMENT RESOURCES1. Basic operations and concepts


1a1. Uses digital cameras, video camera, and scanner.



1a2. Uses help and find Teacher demonstration and discussion, opportunities for student practice.


Find: pg 164; Prentice HallHelp: pg 67, 170; Glencoe

1a3. Vocabulary Development


A written vocabulary test

1.3 Know how to use and teach menu options: Save, print, format, dictionary, thesaurus, spell check.

Teacher demonstration, opportunities for student practice


Print: Pg 14; Prentice HallThesaurus: Pg 166; Prentice HallSave: pg 13; Prentice hallSpell Check: pg 121 Prentice Hall

1.4a KeyboardingContinue touch typing concentrating on

Teacher Demonstration, opportunities for

Teacher observation recorded on a checklist. Opportunity

41

accuracy, speed student practice. Posters at each station.Directed Lessons.

for student practice and timed lessons.

1.4b Menu Items Teacher demonstration, opportunities for student practice.


Pg 8-11; Prentice Hall

1a5.Recognize Technology has changed. History of Computers.


Develop a time-line

b1. Students are proficient in the use of technology. (informationmanagement)

1b1. Move/copy files or folders



Cut, Copy and Paste 153-154; Prentice HallFile Transfer: pg 235; GlencoeFolders; 15-17; Glencoe

1b2. Add/ manage folders



Naming Folders: pg 129; Glencoe

b2. Students are proficient in the use of technology.(terminology andproblem solving)

1b2a. Protect computers, networks and information from viruses, vandalism and unauthorized use.



Lesson 3.3 pg 70-71 ; Glencoe


a. Students understand the ethical, cultural, and societal issues related to technology.

2a1.Follow rules of acceptable computer and Internet use.





I-SAFE

2a3. Recognize consequences of its misuse.


I-SAFE

b. Students practice responsible use of technology systems,

2b1.Discuss acceptable and responsible use of information and


Scenarios Plagiarism: pg 73Copyright: pg 73Computer Crimes: pg

42

information, and software.

communication technology. (security, copyright, file-sharing, plagiarism)

75Chapter 3 Security: 47-48, 70-71; Glencoe

2b2. Analyze consequences and cost of unethical use of information and computer technology.


Devise a list of consequences.

Lesson 2.3 pg 47; Glencoe


a. Students use technology tools to enhance learning,increase productivity, andpromote creativity

Apply Common software features:Keyboarding:Review keysUses proper home row positionFocus on speed and accuracy.


Word Processing:3a1. Uses thesaurus



161, 166-168; Prentice Hall273; Glencoe

3a2. Uses Spell Check Teacher directed lessons, opportunities for student discussion.


19, 272-273, 320; Glencoe

3a3. Intro to formats: letter, memo



Memo: 131; Prentice Hall 129-131; GlencoeLetters: 117-130; Prentice Hall

3a4. Graphs & MultimediaDevelops and presents info via multimedia



3a5. Uses paint/draw tools to enhance presentation.



3a6. SpreadsheetsAnswers questions/ make inferences from



313-353; Glencoe245-310; Prentice Hall

43

spreadsheet3a7. Enters data into spreadsheet



3a8. Creates a graph Teacher directed lessons, opportunities for student discussion.


3a10. Database:Answers questions/ make inferences from spreadsheet


311-334; Prentice Hall359-388; Glencoe

3a11. Enters data in a database



3a12. Inserts/deletes a record



3a13. Sorts a database Teacher directed lessons, opportunities for student discussion.


3a14. Adds a field Teacher directed lessons, opportunities for student discussion.



Edit pictures, images, and charts





a. Students use

Identify telecommunications tools (email, online discussions, Webenvironments)



44

telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

4b1. Continue using presentation software.




Web pages4b2. Access an Internet site




4b3.Navigate and Internet site





5a1. Uses a search engine to conduct an advanced Internet search.



Chapter 3 Glencoe

5a2. Compare websites for accurate information. Evaluate resources for accuracy, validity, authority and bias.


Evaluate websites

5a3. Evaluate Information for a variety of sources for accuracy, bias, appropriateness.

Class discussion, opportunities for student practice.

Evaluate Scenarios.


5b1. Implement a database



Chapter 11; Glencoe

5b2. Performing queries to process data

Teacher demonstration,

Teacher observation recorded on a

45

opportunities for student practice.

checklist.

5b3. Report results to research question.



c. Students evaluateand select new informationresources and technologicalinnovations based on the appropriateness for specific tasks.

5c1. Use the internet to collect information on a research question.



5c2. Use the internet to analyze information on a research question.




6a1. Identify types of information technology tools that can be used for informing and solving a problem.


6a2. Identify and present an informed rationale for a decision



8th GradeStandard Content Strategies Assessment Resources1. Basic operations and concepts

a. Students demonstrate a sound understanding of the

1a1. Know how common peripherals (digital camera, scanner, video projectors, are accessed, controlled, connected and used effectively.

Teacher Monitoring and modeling.

Teacher observation record on a checklist.

46

nature and operation of technology systems. (nature and operations)

1a2. Evaluate, select, use appropriate technology tools. Decision on which program to use.

Teacher Monitoring and modeling.

Teacher observation record on a checklist.

1a3. KeyboardingContinue touch typing techniques.Improving accuracy, speed, and efficiency in computer operation.

Classroom posters, opportunities provided for weekly practice, written instructions.


1a4. Use edit menu items Teacher modeling, opportunities for student practice.


Grammar pg 161; Prentice HallPg 272-273; Glencoe

1a5. History of Computers and its affect on business, industry, government, and education


Develop a time-line, research changes on a specific industry, business, or government.

b1. Students are proficient in the use of technology.(informationmanagement)

Moves/copies files/folders Teacher directed lessons, opportunities for student practice.


Naming folders: pg 29; GlencoeFolders: 15-17; Glencoe

b2. Students are proficient in the use of technology.(terminology andProblem solving)

1b2a. Know how to solve basic hardware, software and network problems.


1b2b. Protect computers, networks and information from viruses, vandalism and unauthorized use.



Lesson 3.3 pg 70 ; Glencoe


a. Students understandthe ethical, cultural,



I-SAFE

2a2. Recognize and discuss consequences of its misuse.


I-SAFE

47

and societal issues related to technology.

2a3. Predict possible long-range effects of ethical and unethical use of technology on culture and society.



b. Students practiceresponsible use oftechnology systems, information, and software.

2b1.Discuss acceptable and responsible use of information and communication technology. (security, copyright, file-sharing, plagiarism)


Scenarios Plagiarism: pg 73Copyright: pg 73Computer Crimes: pg 75Chapter 3

2b2. Analyze consequences and cost of unethical use of information and computer technology.


Devise a list of consequences.


2b3. Identify methods for addressing risks of hacking, spamming, consumer fraud, virus setting, and intrusion.


I- safe


a. Students use technology tools to enhance learning,increase productivity, and promote creativity.

Apply Common software features:Keyboarding:3a1. Review keys, numbers and symbols.


Classroom posters, opportunities provided for weekly practice, written instructions.

Number Keys: 80-86; Prentice HallSymbol Keys: 88-102; Prentice HallNumeric Keypad: 104-114; Prentice Hall

3a2. Strong focus on speed and accuracy.

Teacher monitoring, opportunities for student practice.

Teacher Observations, timed lessons with keyboard covers.

Word Processing:3a3. Uses thesaurus

Teacher modeling, written instructions, opportunities for student practice.

Specific scoring criteria accompanying and integrated curriculum assignment.

Thesaurus: pg 166; Prentice Hall

3a4. Sets margins and alignment



Margins: pg 119; Prentice Hall

48

3a5. Inserts Headers and footers



Headers and Footers: Word: 277-280; GlencoeExcel: 348-349; GlencoePowerPoint: 408-409, 418 Glencoe

3a6. Letters, memos and reports



Memo: 13; Prentice Hall 129-131; GlencoeLetters: 117-130; Prentice Hall

Graphs & Multimedia3a7. Develops and presents info via multimedia.


Teacher observation, specific scoring instructions as scoring criteria on assignments.

3a8. Uses paint/draw tools to enhance presentation.



3a9. SpreadsheetsAnswers questions/ make inferences from spreadsheet


Lesson 14-19; Prentice HallChapter 10; Glencoe

3a10. Enters data into spreadsheet


3a11. Creates a graph Teacher modeling, written instructions, opportunities for student practice.


3a12. Adds/deletes columns and rows


49

3a13. Inserts a formula Teacher modeling, written instructions, opportunities for student practice.

3a14. Database:Answers questions/ make inferences from spreadsheet


Chapter 11: Glencoe

3a15. Enters data in a database



3a16. Inserts/deletes a record


3a17. Sorts a database Teacher modeling, written instructions, opportunities for student practice.

3a18. Adds a field Teacher modeling, written instructions, opportunities for student practice.





3b2. Inserts/deletes clipart/graphics



3b3. Sizes/moves clipart Teacher demonstration, opportunities for student practice.


3b4. Develops and presents information via


Specific scoring criteria accompanying an

50

multimedia program. opportunities for student practice.

integrated assignment.


a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Identify and discuss telecommunications tools (email, online discussions, Webenvironments)




b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

4b1. Advanced use of presentation software.








4b 3.Navigate and Internet site




5. Technology researchtoolsa. Students use technology to locate, evaluate, and collectinformation from a variety of sources.

5a1. Uses a search engine to conduct an advanced Internet search.



Chapter 3 Glencoe

5a2. Compare websites for accurate information. Evaluate resources for accuracy, validity, authority and bias.


Evaluate websites

5a3. Evaluate Information for a variety of sources for accuracy, bias, appropriateness.


b. Students use technology tools to

5b1. Implement a database


Chapter 11; Glencoe

51

process data and report results.

opportunities for student practice.

5b2. Performing queries to process data


5b3. Report results to research question.


c. Students evaluate and select new informationresources and technologicalinnovations based onthe appropriatenessfor specific tasks.

5c1. Use the internet to collect information on a research question.



5c2. Use the internet to analyze information on a research question.


5c3. Use the internet to report results on a research question.





6a1. Identify types of information technology tools that can be used for informing and solving a problem.


6a2. Identify and present an informed rationale for a decision.


52

Useful Websites Digital Storytelling Resources

o Introduction to Digital Storytelling - http://www.coe.uh.edu/digital-storytelling/intro.htmo Digital Storytelling Cookbook - http://www.storycenter.org/memvoice/pages/cookbook.htmlo Storytelling is the modern expression of the ancient art of storytelling -

http://electronicportfolios.com/digistory/o Digital Storytelling Examples - http://www.coe.uh.edu/digital-storytelling/examples.htmo Educational Uses for Digital Storytelling - http://www.coe.uh.edu/digital-storytelling/start.htm

Education World - http://www.education-world.com/Fantastic resources for teachers in all content areas, administrators, professional development opportunities, and information about technology integration.

Eduscapes - http://eduscapes.com/A variety of resources for integrating technology (4 2 Explore, escrapbooking, naturescapes, etc.).

Furl.net - http://www.furl.net Free service for indexing your bookmarks online so that you can access them anywhere.

PDF Files - http://www.pdf995.comCreate PDF files using this free software. Convert existing files to PDF files.

Perseus: Create Web Surveys - For Free! - http://express.perseus.com/perseus/asp/login.aspxThis free website allows you to create surveys pertinent to your schools or classes, and then to collect and analyze that information.

Music / Sound Resourceso AltaVista Sound search - search for wav, mp3, Real, AIFF files and more -

http://www.altavista.com/audio/defaulto Findsounds - clips of sound effects and musical instruments samples -

http://www.findsounds.com/o Free Play Music - http://www.freeplaymusic.com/

Free for educators, this site offers music to download to accompany video, PowerPoint presentations.

Computer Software Tutorials

53

Access (relational databases) - http://www.pcmag.com/article2/0,1759,1435148,00.asp Dial-Up Directions - http://www.ri.net/RINET/products/email/dialupinstr.html Excel - http://www.geocities.com/asselin_sli/ Inspiration (PDF 440KB) - http://www.chariho.k12.ri.us/cms/champlin/inspirationtutorial.pdf Ideas for using Inspiration University of Wisconsin Stout -

http://www.uwstout.edu/soe/profdev/conceptmap/50uses.html Ideas, examples and tutorials for using Inspiration Lee Sumitt Schools, Missouri -

http://www.leesummit.k12.mo.us/ITS/inspiration.htm Photo Story 3 - http://www.microsoft.com/ PowerPoint - http://www.rdpslides.com/pptfaq/ Smart Board Handout - Integrating the SmartBoard in your Classroom (PDF 125KB) -

http://www.chariho.k12.ri.us/cms/champlin/SMARTboard%20handout1.pdf SmartBoard Basics Handout (PDF 273KB) -

http://www.chariho.k12.ri.us/cms/champlin/smartboard_basics.pdf Webcam (PDF 415KB) - http://www.chariho.k12.ri.us/cms/champlin/quickcamtutorial.pdf Creating Webpages (created by Holly Walsh)

1. Spin a WebPage - http://www.ri.net/schools/Narragansett/NPS/resources/spin/2. Spin a WebPage - Word Version - http://www.ri.net/schools/Central_Falls/ro/holly7/spin.html3. Spin a WebPage - Front Page Version - http://www.narragansett.k12.ri.us/NPS/frontpg/index.htm

XP Movie Maker - http://www.microsoft.com/

54

Used in the Middle School as a guide for students to cite sources correctly (available in the library).

Chariho Middle School Notes – INTERNET SOURCEUsing Big 6TM Research Model

Name: Date:

Assignment:

SELECT THE BEST SOURCES1. Is the information recent enough to answer your questions correctly? (Look for creation date / last revision)

_____ YES _____ NO2. Is the author knowledgeable? (Look for credentials, background, education, experience, or publisher)

_____ YES _____ NO3. Do you know where the author got his or her information? (Look for sources of information cited)

_____ YES _____ NO

TAKING NOTES

55

DIAGRAM – EXTRA NOTE SPACE

EVALUATE YOUR SOURCES1. Was the information you needed easy to find? (Clear headings, links all worked, search engine on page)

_____ YES _____ NO2. Was there enough information on the topic?

_____ YES _____ NO3. Was the information biased? (Does the author have an opinion he / she wants to argue?)

_____ YES _____ NO _______ UNSURE (no author information given)

JUDGE YOUR PROCESS / REFLECTIONHow can you use this information? Do you need to do further research? What would you do differently next time? What did you do well?

CITING YOUR SOURCES – REFERENCES – BIBLIOGRAPHY

__________________________________________________________________________________ . Title of Web page (capitalize the first letter of each word and underline)

_________________ . ________________________________________________________________________ . Date of website (if listed) Author of Website / Organization Responsible

_________________________ ___________________________ . _______________________________ Today’s Number Date This Month (First three letters) This Year

56

<_____________________________________________________________________________> . Website address (include the entire address starting with http://)

Format Examples:Relick, Michael. Color Blindness. 2004. Health Advocacy Information. 11 Sep. 2004. <http://www.ctw.org /139605tl.htm>. Visit Ecuador. 22 Jan. 2002. Canadian Tourist Association. 2 Oct. 2004. <http://www.hitachi.co/ecuador.html>.

57

Links to Curriculum Standards(ELA, Math, Science, and Applied)

Technology should not be taught in isolation, but rather to be an integral component or tool for learning and communications within the context of academic subject areas.

English Language Arts (ELA)New Standards – Performance Standards (Volume 2 – Middle School)

E1 – ReadingE1c – The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:· Restates or summarizes information;· Relates new information to prior knowledge and experience;· Extends ideas;· Makes connections to related topics or information.E1e – The student demonstrates familiarity with a variety of functional documents and produces written or oral work that does one or more of the following:· Identifies the institutional context of the document;· Identifies the sequence of activities needed to carry out a procedure;· Analyzes or uses the formatting techniques used to make a document user-friendly;· Identifies any information that is either extraneous or missing in terms of audience and purpose or makes effective use of relevant information.

E2 – WritingE2a – Student produces a reportE2b – Student produces a response to literatureE2c – Student produces a narrative accountE2d – Student produces a narrative procedureE2e – Student produces a persuasive essay

58

http://www.ncee.org/OurPrograms/nsPage.html

E3 – Speaking, Listening, and ViewingE3b – Student participates in group meetingsE3c – Student prepares and delivers an individual presentationE3d – Student makes informed judgments about television, radio, and film productions

E4 – Conventions, Grammar, and Usage of the English LanguageE4a – Student demonstrates and understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work.E4b – Student analyzes and subsequently revises work to clarify it or make it more effective in communicating the intended message or thought. The student’s revisions should be made in light of the purposes, audiences, and contexts that apply to the work.

E5 – LiteratureE5b – Student produces work in at least one literary genre that follows the conventions of the genre.

Math Standards

M3 – Functions and Algebra ConceptsM3b – represents relationships with tables, graphs, in the coordinate plane, and verbal or symbolic rules.M3c – Analyzes tables, graphs, and rules to determine functional relationships.

M4 – Statistics and Probability ConceptsM4a – Collects data, organizes data, and displays data with tables, charts, and graphs that are appropriate.M4b - Analyzes data with respect to characteristics of frequency and distribution, including mode and range.M4c – Analyzes appropriately central tendencies of data by considering mean and median.M4d – Makes conclusions and recommendations based on data analysis.M4e – Critiques the conclusions and recommendations of others’ statistics.M4g – Formulates hypotheses to answer a question and uses data to test hypotheses.

59

M5 – Problem Solving and Mathematical ReasoningM5a – Participates in the formulation of problems; that is, given the basic statement of a problem situation, the student formulates and solves a variety of meaningful problems; extracts pertinent information from situations and figures out what additional information is needed.M5b – Student makes the basic choices involved in planning and carrying out a solution; that is, the student uses a variety of approaches and understands and evaluates those of others; invokes problems solving strategies, such as illustrating with sense-making sketches to clarify situations or organizing information in a table; determines how to break a problem in to simpler parts; solves for unknown or undecided quantities using algebra, graphing, sound reasoning, and other strategies; integrates concepts and techniques from different areas of mathematics; works effectively in teams when the nature of the task or the allotted time makes this an appropriate strategy.M5c – Student provides closure to the solution process through summary statements and general conclusions.

M7 – Mathematical CommunicationM7a – Uses mathematical language and representations with appropriate accuracy, including numerical tables and equations, simple algebraic equations and formulas, charts, graphs, and diagrams.M7d – Exhibits developing reasoning abilities by justifying statements and defending work.M7e – Shows understanding of concepts by explaining ideas not only to teachers and assessors but fellow students or younger students.

M8 – Putting Mathematics to WorkM8 – Data study based on civic, economic, or social issues, in which the student selects an issue to investigate; makes a hypothesis on an expected finding, if appropriate, gathers data, analyzes the data using concepts from Standard 4; shows how the study’s results compare with the hypothesis; uses pertinent statistics to summarize; prepares a presentation or report that includes the question investigated, a detailed description of how the project was carried out, and an explanation of the findings.

Science Standards

S4 – Scientific Connections and Applications

60

S4d – Student produces evidence that demonstrates understanding of the impact of technology, such as constraints and trade-offs; feedback; benefits and risks; and problems and solutions

S6 Scientific Tools and TechnologiesS6a – The student demonstrates competence with the tools and technologies of science by using them to collect data, make observations, analyze results, and accomplish tasks effectively, that is, the student uses technology and tools (such as traditional laboratory equipment, video, and computer aids) to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely.S6b – records and stores data using a variety of formats, such as data bases, audiotapes, and videotapes.S6c – Collects and analyzes data using concepts and techniques in Mathematics Standard 4.S6d – Acquires information from multiple sources, such as print, the Internet, computer data bases, and experimentation.S6e – Recognizes sources of bias in data, such as observer and sampling biases.

S7 – Scientific CommunicationS7a – The student demonstrates effective scientific communication by clearly describing aspects of the natural world using accurate data, graphs, or other appropriate media to convey depth of conceptual understanding in science, that is, the student represents data and results in multiple ways, such as numbers, tables, and graphs; drawings, diagrams, and artwork; and technical and creative writing.S7c – Critiques published materials.S7e – Communicates in a form suited to the purpose and the audience, such as by writing instructions that others can follow; critiquing written and oral explanations; and using data to resolve disagreements.

S8 – Scientific InvestigationS8d – Secondary research, such as use of others’ data.

Applied Learning

A1 Problem Solving – Middle SchoolA1a - The student conducts projects involving at least two of the following kinds of problem solving each year and, over the course of the middle school, conducts projects involving all three kind of problem solving.

61

· Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.· Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.· Plan and organize an Event or an Activity: Take responsibility for all aspects of planning and organizing an event or an activity from concept to completion, making good use of the resources of people, time, money, and materials and facilities.Each project should involve subject matter related to the standards for English Language Arts, and/or Mathematics, and/or Science, and/or other appropriate subject content.

A2 Communication Tools and Techniques – Middle SchoolA2c The student publishes information using several methods and formats, such as overhead transparencies, handouts, and computer-generated graphs and charts; that is, the student:· organizes the information into an appropriate form for use in the publication;· checks the information for accuracy;· formats the published material so that it achieves its purpose.

A3 Information Tools and Techniques – Middle SchoolA3b The student uses information technology to assist in gathering, analyzing, organizing, and presenting information; that is, the student:· acquires information for specific purposes from on-line sources, such as the Internet, and other electronic data bases, such as a scientific data base on CD ROM;· uses word-processing, graphics, data base, and spreadsheet programs to produce project reports and related materials.

62

Educator to ParentElementary Internet Use Agreement Form

CHARIHO REGIONAL SCHOOL DISTRICTCHARLESTOWN SCHOOL, ASHAWAY SCHOOL, RICHMOND SCHOOL, HOPE VALLEY SCHOOL

Dear Parent/Guardian;

Please read and become familiar with Chariho's Internet Use Policy. All students will require authorization from their parent or guardian in order to access the Internet. If acceptable, please authorize (sign) and return this agreement to the teacher. Thank you.

INTERNET USE POLICYInternet access is now available to students and teachers in the Chariho Regional School District. We are very pleased to bring this access to the District and believe the Internet offers vast, diverse and unique resources to both students and teachers. Our goal in providing this service to teachers and students is to promote educational excellence in the District's schools by facilitating resource sharing, innovation and communication.

The Internet is an electronic highway connecting thousands of computers all over the world and millions of individual subscribers. Students and teachers have access to:

1. electronic mail communication with people all over the world;2. information and news from world-wide sources as well as the opportunity to correspond with the scientists a NASA

and other educational/research institutions; -3. public domain software and graphics of all types for school use;4. discussion groups on a plethora of topics ranging from Chinese culture to the" environment to music to politics:5. access to many university library catalogs, the Library of Congress, end ERIC; a large6. collection of relevant information to educators and students;7. graphical access to the "World Wide Web," the newest and most exciting access tool on the8. Internet. '

With access to computers and people all over the world also comes the availability of material that may not be considered to be of educational value in the context of the school setting. The Chariho Regional School District will insure that

63

precautions are taken to restrict access to controversial materials. However, on a global network it is impossible to control. All materials and an industrious user may discover controversial information. We (the Chariho Regional School District) firmly believe that the valuable information and interaction available on this world-wide network far outweighs the possibility that users may procure material that is not consistent with the education goals of the District.

Internet access is coordinated through a complex association of government agencies, and regional and state networks. In addition, the smooth operation of the network relies upon the proper conduct of the end users who must adhere to strict guidelines. These guidelines are provided here so that you are aware of the responsibilities you are about to acquire. In general this requires efficient, ethical, and legal utilization of the network resources. If a Chariho Regional School District user violates any of these provisions, his or her account will be terminated and future access could possibly be denied.

INTERNET - TERMS AND CONDITIONS OF USE

1. Acceptable Use - The purpose of the backbone networks making up the Internet is to support research and education in and among academic institutions by providing access to unique resources and the opportunity for collaborative work. The use of the Internet must be in support of education and research and consistent with the educational objectives of the Chariho Regional School District. Use of other organization's network or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any national or state regulation is prohibited. This includes, but not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret.

2. Privileges - The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. (Each student or teacher who uses the Internet will be part of a discussion with a District staff member pertaining to the proper use of the network. The system administrators will deem what is inappropriate use and their decision is final. Also, the system administrators may cancel an individual's use of the Internet any time as required. The administration, faculty, and staff of the Chariho Regional School District may request the system administrator to deny, revoke, or suspend specific user accounts.

3. Network Etiquette - Students are expected to abide by the generally accepted rules of network etiquette. They include (but are not limited to) the following: .

a. Be polite. Do not get abusive in your messages to others.b. Use appropriate language. Do not swear, use vulgarities or any other inappropriate language. Illegal activities are

strictly forbidden.c. Do not reveal your personal address or phone number, or the address or phone number of students or colleagues.

64

d. Note that electronic mail (e-mail) is not guaranteed to be private: People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities.

e. Do not use the network in such a way that you would disrupt the use of the network by other users,f. All communications and information accessible via the network should be assumed to be private property.

I. Chariho Regional School District makes no warranties of any kind, whether expressed or implied, for the service it is providing. Chariho Regional School District will not be responsible for any damages you suffer. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or, service interruptions caused by its own negligence or your errors or omissions. Use of any information obtained via the Internet is at your own risk. Chariho Regional School District specifically denies any responsibility for the accuracy or quality of information obtained through its services.

II. Security - Security on any computer system is a high priority, especially when the system involves many users. Any user identified as a security risk may be denied access to the Internet.

III. Vandalism - Vandalism will result in cancellation of privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other networks that are connected to any of the Internet backbones. This includes, but not limited to, the uploading or creation of computer viruses.

Parent or Guardian,

While using the Internet, your child will access previewed and approved educational web sites. He or she will be supervised by an adult at all times during use. No child will be corresponding individually with anyone else on the Internet, and no personal information about your child will be shared.

As the parent or guardian of this student, I have read the Internet Use Agreement. I understand that this access is designed for educational purposes. Chariho Regional School District has taken precautions to eliminate controversial materials and I will not hold them responsible for materials acquired on the network. Further, I accept full responsibility for supervision if and when my child's use is not in a school setting. I hereby give permission to issue an account and certify that the information contained on this form is correct.

User's Full Name (Student) class

Parent or Guardian's Name

65

(please print):

Parent or Guardian's Signature:

66

Middle School Internet Use Agreement Form

INTERNET USE POLICYThe Chariho Regional School District realizes the value of access to the internet. It also recognizes the potential for abuse. In an effort to prevent such abuse, the following document must be completed by the indicated parties on an annual basis for all students in grades 5-12.

Students in grades 5-12 who enter Chariho during the school year shall be required to complete the form. Students at lower grades will be required to complete the form on an "as needed" basis.

Please read the following carefully before signing this document. This is a legally binding document. Internet access is now available to students and teachers in the Chariho Regional School District. We are very pleased to bring this access to the District and believe the Internet offers vast, diverse and unique resources to both students and teachers. Our goal in providing this service to teachers and students is to promote educational excellence in the District's schools by facilitating resource sharing, innovation and communication.

The Internet is an electronic highway connecting thousands of computers all over the world and millions of individual subscribers. Students and teachers have access to:

1. electronic mail communication with people all over the world;2. information and news from world-wide sources as well as the opportunity to correspond with the scientists at

NASA and other educational/research institutions;3. public domain software and graphics of all types for school use;4. discussion groups on a plethora of topics ranging from Chinese culture to the environment to music to politics;5. access to many university library catalogs, the Library of Congress, and ERIC, a large collection of relevant

information to educators and students; 6. graphical access to the World Wide Web, the newest and most exciting access tool on the Internet.

With access to computers and people all over the world also comes the availability of material that may not be considered to be of educational value in the context of the school setting. The Chariho Regional School District will insure that precautions are taken to restrict access to controversial materials. However, on a global network it is impossible to control all materials and an industrious user may discover controversial information. We (the Chariho Regional School District) firmly believe that the valuable information and interaction available on this world-wide network far outweighs the possibility that users may procure material that is not consistent with the education goals of the District.

67

Internet access is coordinated through a complex association of government agencies, and regional and state networks. In addition, the smooth operation of the network relies upon the proper conduct of the end users who must adhere to strict guidelines. These guidelines are provided here so that you are aware of the responsibilities you are about to acquire. In general this requires efficient, ethical and legal utilization of the network resources. If a Chariho Regional School District user violates any of these provisions, his or her account will be terminated and future access could possibly be denied.

The signatures at the end of this document are legally binding and indicate the parties who signed have read the terms and conditions carefully and understand their significance.

INTERNET - TERMS AND CONDITIONS OF USE1. Acceptable Use - The purpose of the backbone networks making up the Internet is to support research and education in and among academic institutions by providing access to unique resources and the opportunity for collaborative work. The use of your account must be in support of education and research and consistent with the educational objectives of the Chariho Regional School District. Use of other organization's network or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any national or state regulation is prohibited. This includes, but not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret.

2. Privileges - The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. (Each student or teacher who receives an account will be part of a discussion with a District staff member pertaining to the proper use of the network. The system administrators will deem what is inappropriate use and their decision is final. Also, the system administrators may close an account at any time as required. The administration, faculty, and staff of the Chariho Regional School District may request the system administrator to deny, revoke, or suspend specific user accounts.

3. Network Etiquette - You are expected to abide by the generally accepted rules of network etiquette. These include (but are not limited to) the following:

a. Be polite. Do not get abusive in your messages to others.b. Use appropriate language. Do not swear, use vulgarities or any other inappropriate language. Illegal activities are

strictly forbidden.c. Do not reveal your personal address or phone number, or the address or phone number of students or colleagues.

68

d. Note that electronic mail (email) is not guaranteed to be private: People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities.

e. Do not use the network in such a way that you would disrupt the use of the network by other users.f. All communications and information accessible via the network should be assumed to be private property.

4. Chariho Regional School District makes no warranties of any kind, whether expressed or implied, for the service it is providing. Chariho Regional School District will not be responsible for any damages you suffer. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by its own negligence or your errors or omissions. Use of any information obtained via the Internet is at your own risk. Chariho Regional School District specifically denies any responsibility for the accuracy or quality of information obtained through its services.

5. Security - Security on any computer system is a high priority, especially when the system involves many users. If you feel you can identify a security problem on the Internet, you must notify a system administrator or the Chariho Regional School District Technology Coordinator. Do not demonstrate the problem to other users. Do not use another individual's account. Attempts to logon to the Internet as a system administrator will result in cancellation of user privileges. Any user identified as a security risk may be denied access to the Internet.

6. Vandalism - Vandalism will result in cancellation of privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other networks that are connected to any of the Internet backbones. This includes, but not limited to, the uploading or creation of computer viruses.

STUDENTI understand and will abide by the above Internet Use Agreement. I further understand that any violation of the regulations above is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked, school disciplinary action may be taken, and/or appropriate legal action.

User’s Full Name:

User’s Signature Date:

PARENT OR GUARDIANAs the parent or guardian of this student, I have read the Internet Use Agreement. I understand that this access is designed for educational purposes. Chariho Regional School District has taken precautions to eliminate controversial

69

material. However, I also recognize it is impossible for the District to restrict access to all controversial materials and I will not hold them responsible for materials acquired on the network. Further, I accept full responsibility for supervision if and when my child's use is not in a school setting. I hereby give permission to issue an account and certify that the information contained on this form is correct.

Parent or Guardian’s Name(please print)

Parent or Guardian’s Signature Date:

SPONSORING TEACHER(Must be signed if the applicant is a student.)

I have read the Internet Use Agreement and agree to promote THIS agreement with the student. Because the student may use the network for individual work or in the context of another class, I cannot be held responsible for the student use of the network. As the sponsoring teacher, I do agree to instruct the student on acceptable use of the network and proper network etiquette.

Teacher’s Name (please print)

Teacher’s Signature Date:

70

Internet Safety Information

iSafe.org - http://www.isafe.orgThis government-sponsored organization provides a wealth of information for parents, community members, educators and children about internet safety issues. Information is free, accurate and valuable to anyone utilizing the internet. Topics include internet predators, cyber bullying, preventing identity theft, intellectual property, and more.

71

http://www.isafe.org/

Educator to Student

Typing websites Dance Mat Typing - http://www.bbc.co.uk/schools/typing/ Cybersleuth Kids - http://cybersleuth-kids.com/ Power Typing - http://www.powertyping.com/baracuda/baracuda.htm

Computer Software Tutorials

Microsoft Paint - http://www.fayette.k12.il.us/99/paint/paint.htm Inspiration (graphic organizer software) - http://www.inspiration.com/tutorials/index.cfm?

fuseaction=insp Microsoft Excel - http://www.usd.edu/trio/tut/excel/ PowerPoint - http://www.actden.com/pp/ PowerPoint - http://www.electricteacher.com/tutorial3.htm

Kid Friendly Internet Search Engines

Tek Mom - http://www.tekmom.com/search/ Dibdabdoo - http://www.dibdabdoo.com/ Great sites for kids published by the American Library Association - http://www.ala.org/greatsites AOL at School - http://www.aolatschool.com/students Cybersleuth Kids - http://cybersleuth-kids.com/ Ask Jeeves For Kids - http://www.ajkids.com/ Yahooligans - http://www.yahooligans.com/ KidsClick! - http://www.kidsclick.org/

Music/Sound Resources AltaVista Sound search - search for wav, mp3, Real, AIFF files and more -

http://www.altavista.com/audio/default Findsounds - clips of sound effects and musical instruments samples - http://www.findsounds.com/

72

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.kidsclick.org/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.yahooligans.com/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.ajkids.com/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://cybersleuth-kids.com/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.aolatschool.com/students

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.ala.org/greatsites

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.dibdabdoo.com/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.tekmom.com/search/

http://www.actden.com/pp/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.usd.edu/trio/tut/excel/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.inspiration.com/tutorials/index.cfm?fuseaction=insp

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.inspiration.com/tutorials/index.cfm?fuseaction=insp

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.fayette.k12.il.us/99/paint/paint.htm

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.powertyping.com/baracuda/baracuda.htm

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://cybersleuth-kids.com/

http://exchange1.chariho.k12.ri.us/exchweb/bin/redir.asp?URL=http://www.bbc.co.uk/schools/typing/

References

“i-SAFE Scope and Sequence.” 2006. i-SAFE, Inc. 7 Mar 2006 <http://www.isafe.org>

National Education Technology Standards for Students, Eugene, OR: International Society for Technology in Education, NETS Project, 1998.

National Center on Education and the Economy and the University of Pittsburgh. New Standards: Performance Standards: English Language Arts, Mathematics, Science, Applied Learning. Washington, DC: National Center on the Economy, 1997.

“Narragansett Pier Middle School Technology Curriculum.” 2001. Narragansett Public Schools. 7 Feb 2006 < http://www.narraganasett.k12.ri.us/NPS/tech2002>

“National Education Technology Plan.” 7 Jan. 2005. National Education Technology Plan for the U.S. Department of Education. 9 Jan 2006 <http://www.nationaledtechplan.org/>

74

http://www.nationaledtechplan.org/

http://www.narraganasett.k12.ri.us/NPS/tech2002

http://www.isafe.org/

chariho regional school district · web viewchicago public schools performance assessment ideas and...

Documents