Your SlideShare is downloading. ×
Master.ISTE.NETSbasedICT-IT.curriculum-2010 edition-edited
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Master.ISTE.NETSbasedICT-IT.curriculum-2010 edition-edited

480
views

Published on

This is a Creative Commons licensed K-12 IT/ICT curriculum framework I wrote based on the ISTE NETS. It outlines various skills to match developmental levels and is best suited towards regular …

This is a Creative Commons licensed K-12 IT/ICT curriculum framework I wrote based on the ISTE NETS. It outlines various skills to match developmental levels and is best suited towards regular computer or IT classes.

Published in: Education, Technology

1 Comment
1 Like
Statistics
Notes
  • Great work. Thank you for sharing.
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total Views
480
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
14
Comments
1
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. !"#!$"%$&()*+,-.*)/0+1-- Content and Achievement Standards, Curriculum Outlines Grades k–12 Benchmarks, and Learning Outcomes By Sean T. Moroney M.Ed. 2010 Edition This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 2. 2Acknowledgements:Author and Editor: Sean T. Moroney M.Ed., ICT Coordinator ICT/IT Dept.Sources of materials, guidelines:The International Society for Technology Education (ISTE)The International Baccalaureate Program (World IB)The Computer Science Teachers Association (CSTA)The Virginia State Department of EducationThe Massachusetts State Department of EducationIT/ICTCOMPUTER STUDIES PROGRAM PHILOSOPHY AND GOALSOur aim is to support student learning via the use of the tools of technology throughout the educational community.The primary focus is on developing and equipping students with a foundational computing skill-set, whichempowers their ability to use the tools of technology for success as lifelong learners.The basic goals of the computer studies program are to: ! Address the needs of students who enter school at varying degrees of proficiency. ! Equip all students with a foundation of core skills necessary for using technology as a tool for life-long learning and communication. ! Expose students to a wide variety of technology tools to meet these aims. ! Empower students in the continual exploration and use of an array of information technology tools for research, self-expression, communication and collaboration, creation, and invention,IT/ICTCOMPUTER STUDIES PROGRAM OVERVIEWThe IT/ICT computer studies program is built in alignment with the International Society of Technology NationalEducational Technology Standards. This framework of standards has been adopted or is referenced by a majority ofthe American state departments of education, and by a number of schools systems internationally.Students begin the IT/ICT computer studies program in the lower grades (k-5) by becoming acquainted with thecomputer, its related parts, and basic functions of both hard and software. In accordance with developmentallyappropriate standards and the school ESLs they begin to build a core skills foundation; working with the computerand learning such basics such as lab etiquette, ergonomics, observing safe computing and online practices,keyboarding/touch typing, and how to work with the desktop, typing, office productivity, and paint programs andother common software applications.In the middle grades (6-8), students spend as much time learning how the computer works as they do working withthe computer. The focus of instruction maintains and builds upon the foundation of core skills through more projectbased learning activities. Greater emphasis is put on academic aspects of the subject and studies are undertaken ofthe history and social impact of information technologies (I.e. computers) on human culture. Introduction of varioustools for research, and communication (school wiki, and personal websites), and self-expression are introduced topromote greater independence in learning.In the upper grades (9-12) students whom elect to further study IT/ICT are exposed to a wider array of tools andapplications for use in information technology. They further study the global impact of the “digital revolution orThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 3. 3renaissance” and current emerging technology trends in society. There is a concentration on the application ofspecific hard and software tools for self-expression and the communication of ideas via the development cycle.Through this process, students demonstrate their proficiency via the design and completion of numerous projectse.g., digitally publishable media, web content, programming, and multi-media creation. It is expected that studentswhove completed these studies will have mastered the understanding and use of a basic foundation of IT/ICT toolsand possess the ability to not only to apply these skills in the “real world” but can use them to continue toindependently learn and communicate throughout their lives.MEANS OF ASSESMENTDepending on the age and range of developmental ability IT/ICT program students will be evaluated usingformative and summative methods. Some examples of this are: ! Consistent, general teacher observation of classroom participation during learning activities ! Ability to successfully learn, identify and operate a computer, its component parts and applications connected to its use i.e., school systems, the intra and internet. ! Evaluation of ability to produce outcomes with varied and developmentally appropriate content in lab work, homework and projects such as weekly logging of classroom experiences. ! Measure of progress though objective testing e.g., typing accuracy and speed (adjusted words per minute), chapter quizzes, and comprehension tests and exams. ! Evaluation through “authentic” assessment modes such as personal electronic portfolios.ISTE/NETS STANDARDS FOR EDUCATIONAL TECHNOLOGY FOR ALL STUDENTS (current to 2007) 1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes usingtechnology. Students:a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues. identify trends and forecast possibilities.d2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, tosupport individual learning and contribute to the learning of others. Students:a. communicate information and ideas effectively to multiple audiences using a variety of media and formats.b. develop cultural understanding and global awareness by engaging with learners of other cultures.c. contribute to project teams to produce original works or solve problems.d. process data and report results. 3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 4. 4b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools Based primarily on the appropriateness to specific tasks.d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and makeinformed decisions using appropriate digital tools and resources. Students:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions.d. use multiple processes and diverse perspectives to explore alternative solutions.5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethicalbehavior. Students:a. advocate and practice safe, legal, and responsible use of information and technologyb. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c. demonstrate personal responsibility for lifelong learning.d. exhibit leadership for digital citizenship.6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students: understand and use technology systems.a.b. select and use applications effectively and productively.c. troubleshoot systems and applications. transfer current knowledge to learning of new technologiesd.Curriculum Outlines and Learning Outcomes Performance Benchmarks IndicatorsWhat follows is a K-12 presentation of the current IT/ICT computer studies curriculum. It should beunderstood that this curriculum is dynamic and destined to change with the needs, demands and flux in theswiftly changing milieu of information technology and emerging best practices in education. However, in itspresent form, each set of grade levels are presented first with a NETS profile of information andThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 5. 5communication foundational technology skill exemplars for the grade level. All students are expected to havemastered theses skills upon completing that grade. Presented immediately after are grade level inventorytables with annotated aligned standards, outlining the learning outcome performance indicators, methods ofinstruction, assessment, and relevant teaching resources used in the IT/ICT computer studies curricula.Grades PRE K – 2 ISTE NETS instructional profile exemplarsThe following experiences with technology and digital resources are examples of learning activities in whichstudents might engage during PK–Grade 2 (ages 4–8):1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (NETS#: 1,2)2. Identify, research, and collect data on an environmental issue using digital resources and propose adevelopmentally appropriate solution. (NETS#: 1, 3, 4)3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.(NETS#: 2, 6)4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in acurriculum area. (NETS#: 1, 2, 6)5. Find and evaluate information related to a current or historical person or event using digital resources. (NETS#:3)6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plantsand animals. (NETS#: 1, 3, 4)7. Demonstrate the safe and cooperative use of technology. (NETS#:5)8. Independently apply digital tools and resources to address a variety of tasks and problems.( NETS#: 4, 6)9. Communicate about technology using developmentally appropriate and accurate terminology. (NETS#: 6)10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, andWeb sites. (NETS#:6)Kindergarten Information & Communication Technology Skills Mastery BenchmarksKindergarten IT/ICT curriculum objectives and outcomes are based on the International Society forTechnology Education (ISTE) National Educational Technology Standards (NETS) frameworks. Theyare devised to introduce kindergartners to computing as a learning tool and to help them develophealthy computing practices. From an instructional standpoint the primary aims are to teach thestudents the main parts of hardware and software and to facilitate them interacting with educationaltechnology.Key to acronyms in these tables: NETS# = the number of the actual National Educational Technology Standard IPE# =thegrade level instructional profile exemplar numberOutcomes: IT/ITC Kindergarten Instructional Measure of assessment Resource(s),Program performance benchmark methodology toolsindicators; based on these by thecompletion of Kindergarten studentsThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 6. 6will:1) Learn healthy computing habits and Teacher presentation and Observation by teacher Lab equipment,lab behavior etc., keeping oneself and demonstration, hands-on of student performance new and oldcomputing parts safe, handling input activities, some computerdevices gently, no liquids, food or multimedia resources. hardware"outside activities" (running, shouting)in the lab, maintaining correct chair whiteboard,placement, posture, and attitude. markers(NETS # 5,6 -K-2 IPE# 7,8,9)2) Learn the basic parts and names of Teacher presentation and observation by teacher new and oldthe computer. (NETS # 5,6 -K-2 IPE# demonstration, software of student performance, computer7,8,9) applications. use of time. hardware Student demonstration whiteboard, Brief written markers assessment quizzes3) Learn how to move and manipulate a Interactive lab “hands on Written comprehension Lab computermouse and keyboard (NETS # 5,6 -K- activities”, teacher test, demonstration of hard and2 IPE# 7) presentation and skills by students, software demonstration. observation and evaluation of student teacher created performance by teacher. test.4) Learn the keys and basic principles Teacher presentation and Observation and Lab computerof keyboarding typing", spacing and demonstration, follow up evaluation of student hard andformatting keys, and be able to direct 1 to 1 student performance by teacher software.accurately type their name and type 5 support during learningwords per minute or more by the end of activity demonstration of skillsKindergarten. . (NETS # 5,6 -K-2 IPE# by students,7,8)5) Be able to navigate the desktop and Teacher presentation and demonstration of Lab computeridentify, and open programs using demonstration, interactive skills by students, hard andicons and/or menus. (NETS # 5,6 -K-2 lab “hands on activities”. observation and softwareIPE# 2,5, 7,8,9) evaluation of student teacher created performance by teacher. test. LCD projector, screen6) Identify, and open a word processing Teacher presentation and observation by teacher Lab softwareprogram and be able to open/create a demonstration of student performance, e.g., M.S. Wordfile and type text using a word production of LCD projector,processor (NETS # 5,6 -K-2 IPE# follow up direct 1 to 1 documents. screen, printer7,8,9) student support during learning activityMastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching grade one IT benchmarks and goals.IT/ICT Grade 1 Technology & Communication Technology Skills Mastery BenchmarksThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 7. 7Grade one IT/ICT curriculum objectives and outcomes are also based on ISTE National EducationalTechnology Standard (NETS) frameworks They are devised to support students approachingcomputing as a learning tool and to help them continue developing healthy computing practices. Froman instructional standpoint the primary aims are to teach the students the main parts of hardware andsoftware and to facilitate them interacting with educational technology.Outcomes: IT/ICT Grade 1 Instructional Measure of assessment Resource(s), toolsProgram performance benchmark methodologyindicators; based on these by thecompletion of grade 1 students will:1) Know healthy computing habits and Teacher review and Observation by teacher Lab equipment,lab behavior. (NETS # 5,6 -K-2 IPE# presentation and of student performance computer hardware7,8,) demonstration, some multimedia resources. keyboard training software Student Question and answer session2) Understand and begin to use Teacher presentation and observation and Lab equipment,computers as tools for learning and demonstration, software evaluation of student computer hard and,creating as opposed to toys for applications. performance by teacher, softwareentertainment. (NETS# 1,2,3,4,5,6, use of time.IPE# 7, 8,) Basic student projects; writing and drawing3) Know all basic parts of a computer Interactive lab “hands on observation and Lab computerand be able to identify them verbally activities”, teacher evaluation of student hard and software(NETS # 5,6 IPE# 9) presentation and performance by teacher. brief teacher demonstration, ID demonstration of created written exercises, games knowledge, assessment (quiz). skill, by students 4) Learn how to power on and off all teacher presentation and observation and Lab computercomputer components and peripherals demonstration; Interactive evaluation of student hard and software.e.g., the monitor. (NETS # 5,6 IPE# 7, lab “hands on activities”, performance by teacher9)5) Know and apply the basic principles Teacher presentation and Completion of assigned Lab computerof keyboarding and entry level demonstration, interactive activities and hard and softwaretyping the concept of “home row” hand lab hands on application production of teacher createdplacement on the keyboard, be able to and activities typing documents etc., test. LCDaccurately type 8 words per minute or exercises, observation and projector, screenmore by the end of grade one. (NETS # use of multimedia evaluation of student5,6 IPE# 7,8,9,10) resources, software performance by teacherThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 8. 86) Identify and know how to navigate Teacher presentation and Teacher observation of Lab computertheir way around GUI (Graphical User demonstration, interactive student performance, hard and software,Interface i.e.,” windows" and "icons") lab “hands on activities”. completion of activities, keyboard trainingdesktop and standard objects on it e.g., demonstration of sites,program icons, start/shutdown menu. knowledge, teacher created(NETS # 5,6 IPE# 7,8, 9,10 ) skill, by students tests.7) Know how to open and work with a Teacher presentation and Completion of assigned Lab software e.g.,basic draw program e.g., MS Paint or demonstration, follow up activities and MS Paint or KidKid Pix. ( NETS#: 1,5,6 -K-2 IPE# direct 1 to 1 student production of Pix, LCD2,5,7,8) support during learning documents etc., projector, screen activity observation and evaluation of student performance by teacher8) Understand, function of, identify, Teacher presentation and completion of assigned Lab computerand open a word processing document demonstration, interactive activities and hard and software,and be able to open/create a file and lab “hands on activities”. production of LCD projector,type text using a word processor and Multimedia resources, documents etc., screenthen print the document or file (NETS software observation and# 5,6 -K-2 IPE# 2, 5, 7,8,9) Teacher presentation and evaluation of student demonstration, follow up performance by teacher direct 1 to 1 student support during learning activity9) Know what a graph and spreadsheet Teacher presentation and Completion of assigned Lab hard andis and be able to create one with instruction of software activities and evaluation software e.g.,teacher assistance techniques, introduction to of student performance Graphing Club, or(# 3, 4,5, 6) software tutors, lab by teacher similar learning activities introductory applications10) Know how to name and save their Teacher presentation and completion of assigned Lab software e.g.,file to a pre-made folder and then demonstration, follow up activities and Windows OS,locate and open a previously created direct 1 to 1 student production of LCD projector,file, and edit and/or append it by support during learning documents etc., screenwriting new words or modifying activity observation andit. (NETS#: 1,6, IPE# 7,9,10) evaluation of student performance by teacher11) Identify and with assistance, be Teacher presentation and Observation and Lab software e.g.able use an Internet browser to work demonstration, follow up evaluation of student MS Internetwith specific online applications: e.g., direct 1 to 1 student performance by teacher Explorer, Firefoxeducational games, typing sites, search support during learning internet browsers,engines (NETS#: #3,5,6, IPE# 7,9,10) activity www sites, LCD projector, screenMastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching grade two IT benchmarks and goals.This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 9. 9Grade 2 Information & Communication Technology Skills Mastery BenchmarksGrade two IT/ICT curriculum objectives and outcomes are again based on ISTE National EducationalTechnology Standard (NETS) frameworks. They are aimed at further fostering students ability todevelop and apply healthy computing practices and etiquette. The chief instructional goals are tocontinue instructing students in knowing better how to operate, computing technologies whilesupporting their ability to self- instruct and learn independently as they gradually acquire higher orderthinking skills..Outcomes: IT/ICT Grade 2 Instructional Measure of assessment Resource(s),program performance benchmark methodology toolsindicators; based on these by the endof year two students will:1) Know and practice healthy Teacher review and Direct observation by Lab equipment,computing habits and etiquette presentation and teacher of student computer(NETS#: 5,6 , IPE# 7,8,9 ) demonstration, some performance hardware multimedia resources. keyboard training software2) Understand and apply computers as Teacher presentation and Direct observation by Lab computertools for learning and creating demonstration, software teacher of student hard and,(NETS#: 1,2,3, 4,5,6, , IPE# 7,8,9) applications. performance, use of software time. Student use of technology for school assignments; writing, creating.3) Know all basic parts of a computer Interactive lab “hands on Written comprehension Lab computerand be able to correctly plug in and activities”, teacher test, demonstration of hard andconnect them together. (NETS # 5, 6 , presentation and skills by students, softwareIPE# 7,9,10) demonstration. observation and evaluation of student teacher created performance by teacher. test.4) Learn how to power on and off all Interactive lab “hands on observation and Lab computercomputer components and peripherals activities”, teacher evaluation of student hard ande.g., the monitor. (NETS # 5,6, IPE# presentation and performance by teacher software.7,9,10) demonstration5) Identify and understand the GUI Teacher presentation and observation by teacher Lab computer(Graphical User Interface i.e.,” demonstration, interactive of student performance, hard andwindows" and "icons") desktop and lab “hands on activities”. completion of activities softwarestandard objects on it e.g., program and production of teacher createdicons, start/shutdown menu and be able documents etc. test. LCDto independent open and use a variety projector,of applications (#5,6 , IPE# 7,9,10) screen6) Understand functions of and be able Teacher presentation and completion of assigned Lab computerto use basic input and output devices: demonstration, interactive activities and hard andkeyboard and mouse i.e., keys and lab “hands on activities”. production of software,This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 10. 1buttons. (NETS # 5,6) documents etc., keyboard Multimedia resources, observation and training sites, software evaluation of student teacher created performance by teacher tests.7) Know and apply the basic principles Teacher presentation and completion of assigned Lab computerof keyboarding and entry level demonstration, interactive activities and hard andtyping the concept of “home row” hand lab “hands on activities”. production of software, LCDplacement on the keyboard, goal of documents etc., projector,"touch typing", spacing and formatting Multimedia resources, observation and screenkeys, and be able to accurately type 10 software evaluation of studentwords per minute or more by the end of performance by teachergrade two. (NETS # 5,6, IPE# 7,8)8) Understand, the function of, identify, Teacher presentation and completion of assigned Lab softwareand open a word processing document demonstration, follow up activities and e.g., M.S. Wordand be able to open/create a file and direct 1 to 1 student production of LCD projector,type text using a word processor, name, support during learning documents etc., screensave and then print the document or activity observation andfile ( NETS # 5,6 IPE# 8,9,10) evaluation of student performance by teacher9) Understand spreadsheets their Teacher presentation and Completion of assigned Lab hard andrelation to graphing and be able to instruction of software activities and evaluation software e.g.,develop one using teacher provided techniques, introduction to of student performance Graphing Club,data. (# 3, 4,5, 6) software tutors, lab by teacher MS excel, learning activities Google Docs., spreadsheets.10) Identify and with assistance, be Teacher presentation and Observation and Lab hardware,able access, compose and receive web- demonstration, follow up evaluation of student internetbased (school) email with peers (NETS direct 1 to 1 student performance by teacher connection,# 5,6 support during learning browser, LCDIPE# 3,7) activity projector, screenMastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching grade 3 IT benchmarks and goals.Grades 3 – 5 ISTE/NETS instructional profile exemplarsThe following experiences with technology and digital resources are examples of learning activities in whichstudents might engage during Grades 3–5 (ages 8–11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (NETS#: 1, 2, 3, 4) 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (NETS#: 1, 2, 6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (NETS#: 3, 4)This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 11. 11 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (NETS#: 3, 4, 6) 5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (NETS#: 3, 4) 6. Conduct science experiments using digital instruments and measurement devices. (NETS#: 4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (NETS#: 4, 6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (NETS#: 5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (NETS#: 5, 6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (NETS#: 4, 6)Grades 3 Information & Communication Technology Skills Mastery BenchmarksGrade three curriculum objectives are once more, based on the ISTE -IT/ICT National EducationalTechnology Standard frameworks. They are aimed at further fostering students ability to develop and applyhealthy computing practices and etiquette. The chief instructional goals are to continue instructing studentsin knowing better how to operate, computing technologies while supporting their ability to independentlyself- instruct and learn as they acquire higher order thinking skills..IT/C Grade 3 Program performance Instructional methodology Measure of assessment Resource(s), toolsbenchmark indicators1) Practice and maintain healthy Teacher review and Direct observation and Lab equipment,computing habits and etiquette. (NETS#: reinforcement demonstration, evaluation by teacher of computer hardware5,6 , IPE# 8 ) some multimedia resources student practices LAB rules brief written abridged AUP copies, comprehension test, LCD projector screen2) Be able to independently identify Teacher presentation and Observation by teacher Lab computer hardmachine parts and perform basic essential demonstration, follow up of student performance, and, software, LCDtasks such as powering them on and off. direct 1 to 1 student support use of time projector screen(NETS# 1,5,6 IPE#10) during learning activity3) Be able to successfully log-on to the Teacher presentation and Written comprehension Lab computerschool network (NETS# 1,5,6 IPE#10) demonstration. Lab and test, demonstration of hard and software home assignments skills by students, online activities and Interactive lab “hands on observation and web quests and activities” evaluation of student teacher created tests. performance by teacher 4) Be able to create directories and Teacher presentation and observation and Lab computerfolders and save then retrieve, and edit or demonstration, follow up evaluation of student hard and software,modify files to and from them. direct 1 to 1 student support performance by teacher e.g., Windows OS..This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 12. 1(NETS#1,3,4,5,6 IPE#,4,7) during learning activity 5) Know and apply the basic principles of Teacher presentation and Testing and tracking of Lab computerkeyboarding using “home row” hand instruction of techniques, progress with hard and softwareplacement on the keyboard and related introduction of instructional keyboarding/typing keyboard/typingtechniques working towards "touch software, lab practice sessions software software, e.g.,typing", and be able to accurately type 12 Direct observation by learn2type.com,words per minute or more by the end of teacher of student Mavis Beacon.grade 3. (NETS# 1,5,6 IPE#4,7)) performance, LCD projector, screen completion of activities and production of documents etc.6) Identify, understand, the function of, Teacher presentation and Teacher evaluation of Lab computerand independently access a word instruction of techniques, student performance hard and software,processing program to open/create a file introduction of instructional Completion of assigned e.g., MS Word. LCDand type text and then name, save, and software, lab practice sessions activities and production projector, screenprint the document (NETS # 1, 2,5,6 of documents etc.,IPE#2,4,7) observation and7) Understand what spreadsheet and Teacher presentation and Completion of Lab hard andgraphs are is be able to create them instruction of software assigned activities and software e.g.,these using data from diverse sources . techniques, introduction to evaluation of student Graphing Club, MS(# 3, 4,5, 6) software tutors, lab performance by excel, Google Docs., learning activities teacher spreadsheets.8 )Understand the connection between Teacher presentation and Completion of assigned Lab hard and softwaredigital cameras, scanners and computers demonstration, direct support activities and evaluation e.g.,and be able to begin working with them in of students during learning of student performance digital cameratandem. (NETS#1,3,6 IPE#2,4,7) activity. by teacher9) Be able to understand related risks of Teacher presentation and completion of assigned Lab software e.g.,working on the WWW and successfully demonstration, direct support activities and production Firefox MS IE,pass the "Internet safety knowledge" test. of students during learning of documents etc., internet browser, www(NETS #3,5,6 IPE#2,4,7) activity. observation and site LCD projector, evaluation of student screen performance by teacher10) Be able to independently use an Teacher presentation and Observation and Lab software e.g.,Internet browser to go specific demonstration, follow up evaluation of student Firefox MS IE,intranet/WWW locations e.g., age level direct 1 to 1 student support performance by teacher internet browser, wwweducational sites and search engines. during learning activity site LCD projector,(NETS#3,5,6,) screen11) Be able to understand with assistance, Teacher presentation and Completion of assigned Lab hard and softwaremanaging and using an email account demonstration, direct support activities, observation e.g., school web mail,application e.g., successfully, log-on, of students during earning and evaluation of student LCD projector, screennavigate, address, send and receive email. activity. performance by teacher(NETS# 5,6)Mastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching grade 4 IT/ICT benchmarks and goals. Grades 4 Information & Communication Technology Skills Mastery InventoryGrade four IT/ICT curriculum objectives are also based on the ISTE National Educational TechnologyStandard frameworks. In grade four there is greater focus on learning how the tools of technology are usedfor learning, self expression, and critical inquiry across the curriculum. The main instructional goals areThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 13. 1having students augment and build upon existing skill sets which support and broaden their independentlearning ability, inquiry and higher order thinking skills. Outcomes: IT/ICT Grades 4 Instructional Measure of assessment Resource(s), tools Program performance benchmark methodology indicators based on these students will: 1) Be able to practice "appropriate Teacher presentation and Written comprehension Copies of AUP, use" of IT/ICT technologies (i.e., demonstration, reading test, observation and Lab equipment, computers) is in the lab school and and review of school evaluation of by teacher computer elsewhere. (# 5,6) acceptable use policy. of student practices hardware AUP copies, LCD projector screen 2) Know and be able to put perform Teacher presentation and Written comprehension Lab computer basic troubleshooting of hardware demonstration. Lab and test, demonstration of hard and, and software application problems home assignments skills by students, software, LCD e.g. knowing about equipment Interactive lab “hands on observation and projector screen connections and saving and escaping activities” evaluation of student teacher prepared from frozen applications. (# 1, 2,5,6) performance by teacher tests 3) Be able to navigate to, log-on, Teacher presentation and Written comprehension Lab computer access, save and retrieve, or send demonstration, follow up test, demonstration of hard and software and receive files to and from direct 1 to 1 student skills by students, online activities directories using a personal account support during learning observation and and web quests -through school and in related activity evaluation of student and teacher technological contexts e.g., a school performance by teacher created tests. Information system or portal, a user account on a home computer. (# 1, 2, 3,5,6) 4) Understand, identify, and use the Teacher presentation and Observation by teacher Lab computer correct program/application for instruction of techniques, of student performance, hard and software, creating or editing a graphic. (# 3, 4, direct support of students completion of activities e.g., paint, 5,6) during learning activity. and production of graphics graphics etc. programs. 5) Be able to integrate researched Teacher presentation and Observation by teacher Lab computer and collected data, as well created instruction of techniques, of student performance, hard and software and edited information into a introduction of completion of activities keyboard/typing multimedia presentation. (# 3, 4, instructional software, lab and production of software, e.g., 5,6) practice sessions PowerPoint presentation PowerPoint or related application. LCD projector, screen 6) be able to accurately type 15 Review of keyboarding Testing and tracking of Lab computer adjusted words per minute (AWPM) and typing techniques, lab progress with hard and software by the end of grade 5 (# 5,6) practice sessions keyboarding/typing keyboard/typing software, student kept software, e.g., logs, observation by learn2type.com, teacher of student and similar Mavis performance, Beacon. completion of activities LCD projector, and production of screenThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 14. 1 documents etc. 7) Know and be able to apply Teacher presentation and completion of assigned Lab computer intermediate document processing instruction of software activities and production hard and software, techniques by creating weekly class techniques, lab learning of documents etc., e.g., MS Word , logs and using key commands and activities observation and notepad, LCD shortcuts, margin settings, evaluation of student projector, screen integration of graphics, and tables in performance by teacher processing and then learn how to how to save in different formats e.g., plain text files. (# 3, 4,5, 6) 8) Understand what a spreadsheet Teacher presentation and Completion of assigned Lab hard and and graph is and how be able to instruction of software activities and evaluation software e.g., MS develop one using teacher provided techniques, introduction to of student performance excel, data. software tutors, lab by teacher spreadsheets. (# 3, 4,5, 6) learning activities 9) Be able to collaborate with peers, Teacher presentation and Completion of assigned Lab hard and teachers and others on technology instruction. activities and evaluation software e.g., related projects. (# 2, 3,5,6,) of student performance school web mail, by teacher LCD projector, screen 10) Understand what the internet / Teacher presentation and Completion of assigned Lab software e.g., www is and how to use it safely and demonstration, direct activities and production Firefox MS IE, ethically, by demonstrating basic support of students during of documents etc., internet browser, proficiency in the location and use learning activity. observation and various www of search engines, graphical archives evaluation of student sites, search and subject or content specific sites performance by teacher engines, LCD (#3, 4,5 6,) projector, screen 11) Know how to use the Teacher presentation and Completion of assigned Lab software e.g., internet/www web for demonstration, direct group or partner Firefox MS IE, communication and collaboration support of students during activities, successful internet browser, using e-mail, messaging, wikis, learning activity. evaluation of student school web mail, websites and related technologies performance sending an www sites, LCD i.e., virtual environments, school and receipt of mail by projector, screen information systems or portals, teacher blogs or forums, via a user account on a home computer (VLEs.) (#1, 3, 4,5 6,)Mastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching grade 5 IT/ICT benchmarks and goals.Grade five IT/ICT curriculum objectives are also based on the ISTE NETS National Educational TechnologyStandard frameworks. Emphasis is given in grade five to how the tools of technology work, and are used forlearning, self expression, and critical inquiry across the curriculum. The main goals of instruction are havingstudents exercise and expand their foundational skills through exploration, creation, collaboration andinvention. The shift towards independent learning is cultivated with the goal of growing critical inquiryabilities. IT/ICT Grades 5 Program Instructional Measure of assessment Resource(s), tools performance benchmark methodologyThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 15. 1 indicators based on these students will: 1) Be able to explain and practice Teacher presentation and Written comprehension Copies of AUP, "appropriate use" of IT/ICT demonstration, reading test, observation and Lab equipment, technologies (i.e., computers) is in and review of school evaluation of by teacher computer the lab school and elsewhere. (# 5,6) acceptable use policy. of student practices hardware AUP copies, LCD projector screen 2) Know and be able to put perform Teacher presentation and Written comprehension Lab computer basic troubleshooting of hardware demonstration. Lab and test, demonstration of hard and, and software application problems home assignments skills by students, software, LCD e.g. knowing about equipment Interactive lab “hands on observation and projector screen connections and saving and escaping activities” evaluation of student teacher prepared from frozen applications. (# 1, 2,5,6) performance by teacher tests 3) Be able to navigate to, log-on, Teacher presentation and Written comprehension Lab computer access, save and retrieve, or send demonstration, follow up test, demonstration of hard and software and receive files to and from direct 1 to 1 student skills by students, online activities directories using a personal account support during learning observation and and web quests -through school and in related activity evaluation of student and teacher technological contexts e.g., a LAN performance by teacher created tests. share-drive, email, school information system or portal, blog or forum, via a user account on a home computer. (# 1, 2, 3,5,6) 4) Understand, identify, and use the Teacher presentation and Observation by teacher Lab computer correct program/application for instruction of techniques, of student performance, hard and software, creating or editing a graphic. (# 3, 4, direct support of students completion of activities e.g., paint, 5,6) during learning activity. and production of graphics graphics etc. programs. 5) Be able to integrate researched Teacher presentation and Observation by teacher Lab computer and collected data, as well created instruction of techniques, of student performance, hard and software and edited information into a introduction of completion of activities keyboard/typing multimedia presentation. (# 3, 4, instructional software, lab and production of software, e.g., 5,6) practice sessions PowerPoint presentation PowerPoint or related application. LCD projector, screen 6) be able to accurately type 18 Review of keyboarding Testing and tracking of Lab computer adjusted words per minute (AWPM) and typing techniques, lab progress with hard and software by the end of grade 5 (# 5,6) practice sessions keyboarding/typing keyboard/typing software, student kept software, e.g., logs, observation by learn2type.com, teacher of student and related. performance, LCD projector, completion of activities screen and production of documents etc. 7) Know and be able to apply Teacher presentation and completion of assigned Lab computer intermediate document processing instruction of software activities and production hard and software, techniques by creating weekly class techniques, lab learning of documents etc., e.g., MS Word ,This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 16. 1 logs and using key commands and activities observation and notepad, LCD shortcuts, margin settings, evaluation of student projector, screen integration of graphics, and tables in performance by teacher processing and then learn how to how to save in different formats e.g., plain text files. (# 3, 4,5, 6) 8) Create spreadsheets and graphs Teacher presentation and Completion of assigned Lab hard and using a variety of data sources to instruction of software activities and evaluation software e.g., MS present and explain information in techniques, introduction to of student performance excel various contexts (Science, social software tutors, lab by teacher spreadsheets. Studies) learning activities (# 3, 4,5, 6) 9) Be able to collaborate with peers, Teacher presentation and Completion of assigned Lab hard and teachers and others on technology instruction. activities and evaluation software e.g., related projects. (# 2, 3,5,6,) of student performance school web mail, by teacher LCD projector, screen 10) Understand what the internet / Teacher presentation and Completion of assigned Lab software e.g., www is and how to use it safely and demonstration, direct activities and production Firefox MS IE, ethically, by demonstrating basic support of students during of documents etc., internet browser, proficiency in the location and use learning activity. observation and various www of search engines, graphical archives evaluation of student sites, search and subject or content specific sites performance by teacher engines, LCD (#3, 4,5 6,) projector, screen 11) Use the internet/www regularly Teacher presentation and Completion of assigned Lab software e.g., for communication and demonstration, direct group or partner Firefox MS IE, collaboration through such support of students during activities, successful internet browser, applications as e-mail, messaging, learning activity. evaluation of student school web mail, wikis, blogs, or forums websites and performance sending an www sites, LCD related technologies i.e., virtual and receipt of mail by projector, screen environments, school information teacher systems or portals, via a user account on a home computer (VLEs.) (#1, 3, 4,5 6,) 12) Use internet/www based Teacher presentation and Completion of assigned Lab software e.g., application (wikis, blogs, websites, demonstration, activities and projects internet browsers, related 2.0 apps) for the creation of exploration and design, successful evaluation of www sites, and content, self –expression and the and experimentation by student performance by online, 2.0 tools, communication of ideas (#1, 2, 3, students with facilitation teacher and peers. LCD projector, 4,5 6,) and support of teacher. screenMastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching middle school (grades 6-8) IT/ICT benchmarks and goals. Grades 6-8 Information & Communication Technology Skills Mastery BenchmarksGrades six through eight curriculum objectives are based on the International Society for TechnologyEducation NETS IT/ICT educational standard frameworks. They are aimed at maintaining and buildingupon the foundation of core skills established in the lower grades and the development of a more holisticThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 17. 1understanding of the use of technology as a tool for independent lifelong learning, communication and self-expression.ISTE NETS Grades 6- 8 instructional profile exemplars:The following experiences with technology and digital resources are examples of learningactivities in which students might engage during Grades 6–8 (ages 11–14):1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mappingsoftware. (NETS#:1, 2)2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.(NETS#:1, 4)4. Participate in a cooperative learning project in an online learning community. (NETS#:2)5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracyof the content. (NETS#: 3)6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather,view, analyze, and report results for content-related problems. (NETS#: 3, 4, 6)7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.(NETS#:3, 4, 6)8. Use collaborative electronic authoring tools to explore common curriculum content from multiculturalperspectives with other learners. (NETS#: 2, 3, 4, 5)9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.(NETS#: 4, 6)This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 18. 1 Outcomes: IT/ICT grade 6 Instructional methodology Measurement of Resource(s) program performance benchmark assessment /tools indicators based on these students will: 1) Be able to articulate and abide by Teacher presentation and Written comprehension Copies of AUP, the tenets of an institutional demonstration, reading and test, observation and Lab equipment, technology Acceptable Use Policy review of school acceptable evaluation of by teacher of computer (AUP). (# 4, 5, 6,) use policy. student practices hardware AUP copies, LCD projector screen 2) Be able to accurately type 20 Review of keyboarding and Testing and tracking of Lab computer adjusted words per minute by the typing techniques, progress with hard and end of grade 6, 30 AWPM by grade introduction to software keyboarding/typing software 7, and 35 by grade 8. (# 5, 6,) tutors, lab practice sessions software, student kept logs, keyboard/typing observation by teacher of software, e.g., student performance, learn2type.com, completion of activities and alfatyping.com, production of documents Mavis Beacon. etc. LCD projector, screen 3) Know the parts of and be able to Teacher presentation and Written comprehension Lab computer independently perform routine demonstration, student tests, demonstration of hard and troubleshooting of hardware and research assignments in lab skills by students, software online software applications. (/#4, 5 6,) and at outside class, direct observation and evaluation activities and support of students during of student performance by websites e/g., learning activities. teacher www.howstuffw orks, and intel.com and teacher created tests. 4) Be able to independently log-on, Teacher presentation and Observation by teacher of Lab computer navigate to, access, create, save and demonstration, written student performance, hard and retrieve, or send and receive files to instructions, follow up completion of activities and software, online and from directories using a direct 1 to 1 student support production of graphics etc. IT/ICT resources personal school network account, - during learning activity e.g., through school and in related wiki, school technological contexts e.g., Virtual web mail Learning Environments (#5,6) 5) Be able to independently create Teacher presentation and Observation by teacher of Lab computer and present integrated researched demonstration, student student performance, hard and and collected (cross curricular) data, research assignments in lab completion of activities and software e.g., as well created and edited and outside class, direct production of MS presentation information into a multimedia follow-up support of PowerPoint, Online LCD projector, presentation (e.g., MS Power Point. students during learning presentation tool or related screen or similar) (#3, 4,5, 6,) activities. application.This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 19. 1 6) Be able to work collaboratively Teacher presentation and Completion of assigned Various tools: with others to plan, design and instruction of techniques, activities and evaluation of depending on the create technology related projects, direct follow-up support of student performance by project; programs in person and remotely e.g., email, students during lab practice teacher websites, blogs, (#3, 4,5, 6,) sessions. etc., LCD projector screen, 7) Be able to independently create Teacher presentation and Observation by teacher of Lab computer formatted text documents for instruction of techniques, student performance, hard and assignments such as reports direct follow-up support of completion of activities and software e.g., applying intermediate to advanced students during lab practice production of documents MS Word, LCD document processing techniques. sessions. etc. projector, screen (#3, 4,5, 6,) 8) Understand how a spreadsheet Teacher presentation and completion of assigned Lab computer and graph application work (e.g., instruction of software activities and production of hard and MS Excel or similar) and use basic techniques, direct follow-up documents etc., software, e.g., to intermediate techniques to support of students during observation and evaluation MS Excel, LCD develop one using teacher provided learning activities. of student performance by projector, screen or researched data. (#2, 4,5, 6,) teacher 9) Understand how to use the Teacher presentation, Completion of assigned Lab shard and internet www safely and ethically, written instructions, follow activities and evaluation of software e.g., by demonstrating basic proficiency up direct 1 to 1 student student performance by Firefox MS IE, in the location and use of search support during learning teacher internet browser, engines, graphical archives and activity various www subject or content specific sites. sites, search (#3, 4,5, 6,) engines, LCD projector, 10) Know how to use the Teacher presentation and Completion of assigned Lab software internet/www web for research, demonstration, student activities and production of e.g., Firefox MS communication, collaboration, and research and study of documents etc., IE, internet expression using e-mail, messaging, resources, on and offline, written assignments, and browser, various wikis, websites, and related during labs and outside tests, observation and www sites, technologies such as integrated class, interactive learning evaluation of student search engines, virtual learning sites. (#2, 3, 4,5, 6,) activities performance by teacher LCD projector, screen 11) Understand and abide by Teacher presentation and Completion of assigned Text handouts, regulations and laws for demonstration, student individual, partner and Lab software electronic media and research and study of group activities, successful e.g., Firefox MS resources relating to resources, on and offline, evaluation of student IE, internet intellectual copyright law, during labs and outside performance browser, www proper use, and citation of class, interactive learning sites, LCD information sources. (#5, 6,) activities projector, screenThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 20. 2 12) Know the basic theory Teacher presentation and Assessment through Lab software behind digital technologies demonstration, direct written assignments, e.g., Firefox MS and be familiar with the basic support of students during chapter and comprehension IE, internet concepts and vocabulary used learning activity. tests, lab sessions, and self browser, school to describe these. (#3, 5, 6,) evaluation modes e.g., web mail, e-portfolios GoogleDocs, www sites, LCD projector, screen 13) understand the historical Teacher presentation and Assessment through Lab software development of information demonstration, student written assignments, e.g., Firefox MS technologies and their impact research via interactive chapter and comprehension IE, internet on present day society (#3, 5, websites, texts, and tests, lab sessions, and self browser, school 6,) handouts evaluation modes e.g., web mail, www e-portfolios site e.g., intel.com LCD projector, screen 14) Understand and use a variety of Teacher presentation and Completion of assigned Lab software internet/www based applications: demonstration, exploration activities and projects e.g., internet (wikis, blogs, websites, related 2.0 and design, and successful evaluation of browsers, www apps) for the creation of content, experimentation by students student performance by sites, and online, and communication, presentation of with facilitation and support teacher and peers. 2.0 tools, LCD ideas (#1, 2, 3, 4,5 6,) of teacher. projector, screen 15) Document and share one’s Teacher presentation and Observation and evaluation Various tools; leaning experiences and skills demonstration; direct of student portfolio and Log’s: websites,., via an electronic / online support of students during performance by teacher. LCD projector portfolio (#2, 3, 5, 6,) learning activity. screen,Mastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching grade 7 IT/ICT benchmarks and goals.This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 21. 2 Outcomes: IT/ICT grade 7 Instructional methodology Measurement of Resource(s) program performance assessment /tools benchmark indicators based on these students will: 1) Be able to articulate and abide by Teacher presentation and Written comprehension Copies of AUP, the tenets of an institutional demonstration, reading and test, observation and Lab equipment, technology Acceptable Use Policy review of school acceptable evaluation of by teacher of computer (AUP). (# 4, 5, 6,) use policy. student practices hardware AUP copies, LCD projector screen 2) Be able to accurately type 20 Review of keyboarding and Testing and tracking of Lab computer adjusted words per minute by the typing techniques, progress with hard and end of grade 6, 30 AWPM by grade introduction to software keyboarding/typing software 7, and 35 by grade 8. (# 5, 6,) tutors, lab practice sessions software, student kept logs, keyboard/typing observation by teacher of software, e.g., student performance, learn2type.com, completion of activities and alfatyping.com, production of documents Mavis Beacon. etc. LCD projector, screen 3) Know the parts of and be able to Teacher presentation and Written comprehension Lab computer independently perform routine demonstration, student tests, demonstration of hard and troubleshooting of hardware and research assignments in lab skills by students, software online software applications. (/#4, 5 6,) and at outside class, direct observation and evaluation activities and support of students during of student performance by websites e/g., learning activities. teacher www.howstuffw orks, and intel.com and teacher created tests. 4) Be able to independently log-on, Teacher presentation and Observation by teacher of Lab computer navigate to, access, create, save and demonstration, written student performance, hard and retrieve, or send and receive files to instructions, follow up completion of activities and software, online and from directories using a direct 1 to 1 student support production of graphics etc. IT/ICT personal school network account, - during learning activity resources: through school and in related . wiki, school technological contexts e.g., school web mail portal or information system and Virtual Learning Environments (#5,6) 5) Be able to independently create Teacher presentation and Observation by teacher of Lab computer and present integrated researched demonstration, student student performance, hard and and collected (cross curricular) research assignments in lab completion of activities and software e.g., data, as well created and edited and outside class, direct production of MS presentation information into a multimedia follow-up support of PowerPoint, GoogleDocs LCD projector, presentation (e.g., MS Power Point, students during learning presentation or related screen GooglePresent. or similar) (#3, 4,5, activities. application.This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 22. 2 6,) 6) Be able to work collaboratively Teacher presentation and Completion of assigned Various tools: with others to plan, design and instruction of techniques, activities and evaluation of depending on the create technology related projects, direct follow-up support of student performance by project; programs in person and remotely e.g., email, students during lab practice teacher websites, blogs, online tools, e.g., GoogleDocs. sessions. etc., LCD (#3, 4,5, 6,) projector screen, 7) Be able to independently create Teacher presentation and Observation by teacher of Lab computer formatted text documents for instruction of techniques, student performance, hard and assignments such as reports direct follow-up support of completion of activities and software e.g., applying intermediate to advanced students during lab practice production of documents MS Word, LCD document processing techniques. sessions. etc. projector, screen (#3, 4,5, 6,) 8) Understand how a spreadsheet Teacher presentation and completion of assigned Lab computer and graph application work (e.g., instruction of software activities and production of hard and MS Excel or similar) and use basic techniques, direct follow-up documents etc., software, e.g., to intermediate techniques to support of students during observation and evaluation MS Excel, LCD develop one using teacher provided learning activities. of student performance by projector, screen or researched data. (#2, 4,5, 6,) teacher 9) Understand how to use the Teacher presentation, Completion of assigned Lab shard and internet www safely and ethically, written instructions, follow activities and evaluation of software e.g., by demonstrating basic proficiency up direct 1 to 1 student student performance by Firefox MS IE, in the location and use of search support during learning teacher internet browser, engines, graphical archives and activity various www subject or content specific sites. sites, search (#3, 4,5, 6,) engines, LCD projector, 10) Know how to use the Teacher presentation and Completion of assigned Lab software internet/www web for research, demonstration, student activities and production of e.g., Firefox MS communication, collaboration, and research and study of documents etc., IE, internet self expression using e-mail, resources, on and offline, written assignments, and browser, various messaging, wikis, websites, and during labs and outside tests, observation and www sites, related technologies such as class, interactive learning evaluation of student search engines, integrated virtual learning activities performance by teacher LCD projector, environments. (#2, 3, 4,5, 6,) screen 11) Understand and abide by Teacher presentation and Completion of assigned Text handouts, regulations and laws for demonstration, student individual, partner and Lab software electronic media and research and study of group activities, successful e.g., Firefox MS resources relating to resources, on and offline, evaluation of student IE, internet intellectual copyright law, during labs and outside performance browser, www proper use, and citation of class, interactive learning sites, LCD information sources. (#5, 6,) activities projector, screenThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 23. 2 12) Know the basic theory Teacher presentation and Assessment through Lab software behind digital technologies demonstration, direct written assignments, e.g., Firefox MS and be familiar with the basic support of students during chapter and comprehension IE, internet concepts and vocabulary used learning activity. tests, lab sessions, and self browser, school to describe these. (#3, 5, 6,) evaluation modes e.g., web mail, www e-portfolios sites, LCD projector, screen 13) understand the historical Teacher presentation and Assessment through Lab software development of information demonstration, student written assignments, e.g., Firefox MS technologies and their impact research via interactive chapter and comprehension IE, internet on present day society (#3, 5, websites, texts, and tests, lab sessions, and self browser, school 6,) handouts evaluation modes e.g., web mail, www e-portfolios site e.g., intel.com LCD projector, screen 14) Regularly use a number of Teacher presentation and Completion of assigned Lab software internet/www based applications: demonstration, exploration activities and projects e.g., internet (RSS feeds, wikis, blogs, websites, and design, and successful evaluation of browsers, www related 2.0 apps) for the creation experimentation by students student performance by sites, and online, communication and exchange of with the overview of a teacher and peers. 2.0 tools, LCD content and ideas (#1, 2, 3, 4,5 6,) teacher projector, screen 15) Document and share one’s Teacher presentation and Observation and evaluation Various tools; leaning experiences and skills demonstration; direct of student portfolio and Log’s: websites,., via an electronic portfolio (#2, support of students during performance by teacher. LCD projector 3, 5, 6,) learning activity. screen,Mastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching grade 8 IT/ICT benchmarks and goals.This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 24. 2 Outcomes: IT/ICT grade 8 Instructional methodology Measurement of Resource(s) /tools program performance assessment benchmark indicators; based on these students will: 1) Be able to articulate and abide by Teacher presentation and Written comprehension Copies of AUP, the tenets of an institutional demonstration, reading and test, observation and Lab equipment, technology Acceptable Use Policy review of school acceptable evaluation of by teacher computer hardware (AUP). (# 4, 5, 6,) use policy. of student practices AUP copies, LCD projector screen 2) Be able to accurately type 20 Review of keyboarding and Testing and tracking of Lab computer adjusted words per minute by the typing techniques, progress with hard and software end of grade 6, 30 AWPM by introduction to software keyboarding/typing keyboard/typing grade 7, and 35 by grade 8. (# 5, tutors, lab practice sessions software, student kept software, e.g., 6,) logs, observation by learn2type.com, teacher of student alfatyping.com, performance, Mavis Beacon. completion of activities LCD projector, and production of screen documents etc. 3) Know the parts of and be able to Teacher presentation and Written comprehension Lab computer independently perform routine demonstration, student tests, demonstration of hard and software troubleshooting of hardware and research assignments in lab skills by students, online activities software applications. (/#4, 5 6,) and at outside class, direct observation and and websites e/g., support of students during evaluation of student www.howstuffwor learning activities. performance by teacher ks, and intel.com and teacher created tests. 4) Be able to independently log-on, Teacher presentation and Observation by teacher of Lab computer navigate to, access, create, save and demonstration, written student performance, hard and software, retrieve, or send and receive files to instructions, follow up completion of activities online IT/ICT and from directories using a direct 1 to 1 student support and production of resources: personal school network account, - during learning activity graphics etc. wiki, school web through school and in related mail, GoogleDocs technological contexts e.g., School webmail, information portal, blogs, forums, and Virtual Learning Environments (#5,6) 5) Be able to independently create Teacher presentation and Observation by teacher of Lab computer and present integrated researched demonstration, student student performance, hard and software and collected (cross curricular) research assignments in lab completion of activities e.g., presentation data, as well created and edited and outside class, direct and production of MS LCD projector, information into a multimedia follow-up support of PowerPoint, GoogleDocs screen presentation (e.g., MS Power Point, students during learning presentation or related GooglePresent. or similar) (#3, 4,5, activities. application. 6,)This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 25. 2 6) Be able to work collaboratively Teacher presentation and Completion of assigned Various tools: with others to plan, design and instruction of techniques, activities and evaluation depending on the create technology related projects, direct follow-up support of of student performance project; programs in person and remotely e.g., via students during lab practice by teacher websites, blogs, email, and related online resources, sessions. etc., LCD projector i.e., GoogleDocs. screen, (#3, 4,5, 6,) 7) Be able to independently create Teacher presentation and Observation by teacher of Lab computer formatted text documents for instruction of techniques, student performance, hard and software assignments such as reports direct follow-up support of completion of activities e.g., MS Word, applying intermediate to advanced students during lab practice and production of LCD projector, document processing techniques. sessions. documents etc. screen (#3, 4,5, 6,) 8) Be able to create spreadsheets Teacher presentation and completion of assigned Lab computer and graph application work (e.g., instruction of software activities and production hard and software, MS Excel or similar) and use basic techniques, direct follow-up of documents etc., e.g., MS Excel, to intermediate techniques e, g, support of students during observation and Google formulas to develop these using learning activities. evaluation of student Spreadsheet, LCD provided and independently performance by teacher projector, screen researched data. (#2, 4,5, 6,) 9) Understand how to use the Teacher presentation, Completion of assigned Lab shard and internet www safely and ethically, written instructions, follow activities and evaluation software e.g., by demonstrating basic proficiency up direct 1 to 1 student of student performance Firefox MS IE, in the location and use of search support during learning by teacher internet browser, engines, graphical archives and activity various www sites, subject or content specific sites. search engines, (#3, 4,5, 6,) LCD projector, 10) Know how to use the Teacher presentation and Completion of assigned Lab software e.g., internet/www web for research, demonstration, student activities and production Firefox MS IE, communication, collaboration, and research and study of of documents etc., internet browser, self expression using e-mail, resources, on and offline, written assignments, and various www sites, messaging, wikis, websites, and during labs and outside tests, observation and search engines, related technologies such as class, interactive learning evaluation of student LCD projector, integrated virtual learning activities performance by teacher screen environments. (#2, 3, 4,5, 6,) 11) Understand and abide by Teacher presentation and Completion of assigned Text handouts, Lab regulations and laws for demonstration, student individual, partner and software e.g., electronic media and research and study of group activities, Firefox MS IE, resources relating to resources, on and offline, successful evaluation of internet browser, intellectual copyright law, during labs and outside student performance www sites, LCD proper use, and citation of class, interactive learning projector, screen information sources. (#2,3, 5, activities 6,)This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 26. 2 12) Know the basic theory Teacher presentation and Assessment through Lab software e.g., behind digital technologies demonstration, direct written assignments, Firefox MS IE, and be familiar with the basic support of students during chapter and internet browser, concepts and vocabulary used learning activity. comprehension tests, lab school web mail, to describe these. (#3, 5, 6,) sessions, and self related online evaluation modes e.g., resources e.g., e-portfolios GoogleDocs, LCD projector, screen 13) understand the historical Teacher presentation and Assessment through Lab software e.g., development of information demonstration, student written assignments, Firefox MS IE, technologies and their impact research via interactive chapter and internet browser, on present day society (#3, 5, websites, texts, and comprehension tests, lab school web mail, 6,) handouts sessions, and self related online evaluation modes e.g., resources e-portfolios GoogleDocs, www site e.g., intel.com LCD projector, screen 14) Be conversant in and Teacher presentation and Completion of assigned Lab software e.g., consistently use a number of demonstration, exploration activities and projects internet browsers, internet/www based applications: and design, and successful evaluation of www sites, and (RSS feeds, wikis, (micro)blogs, experimentation by students student performance by online, 2.0 tools, IRC, social networks, websites, with the overview of a teacher and peers. LCD projector, related 2.0 apps) for the creation teacher and review by peers screen communication and exchange of content and ideas (#1, 2, 3, 4,5 6,) 14) Document and share one’s Teacher presentation and Observation and Various tools; leaning experiences and skills demonstration; direct evaluation of student Log’s: websites,., via a self-created electronic support of students during portfolio and performance LCD projector portfolio (#2, 3, 5, 6,) learning activity. by teacher. screen,Mastery of these skills and achievement of these outcomes will determine students readiness to progress toworking towards reaching upper or high school (grade 9-12) IT/ICT benchmarks and goals.Grades 9-12 Information & Communication Technology Skills Mastery BenchmarksThe upper school IT offering at are elective. Thus, classes are mixed throughout the grades. Like all otherlevels, the grades nine through 12 curriculum objectives are based on the ISTE Education NETS IT/ICTeducational standard frameworks. The curricular goals at this level are to support student understanding,use and mastery of an array of IT/ICTtools and applications for use in various spheres of life, academic,vocational, social, and personal. The ultimate aim is equip students with the ability to not only to apply theseskills in the “real world” but use them to continue to lifelong learning.ISTE NETS Grades 9-12 instructional profile exemplars:The following experiences with technology and digital resources are examples of learning activities in whichstudents might engage during Grades 6–8 (ages 11–14):This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 27. 21. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mappingsoftware. (NETS#:1, 2)2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.(NETS#:1, 4)4. Participate in a cooperative learning project in an online learning community. (NETS#: 2)5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness andaccuracy of the content. (NETS#: 3)6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems togather, view, analyze, and report results for content-related problems. (NETS#:3, 4, 6)7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.(NETS#: 3, 4, 6)8. Use collaborative electronic authoring tools to explore common curriculum content from multiculturalperspectives with other learners. (NETS#:2, 3, 4, 5)9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.(NETS#: 4, 6) Outcomes: IT/ICT Grades Instructional Measurement of Resource(s) /tools 9-12 Program Performance methodology assessment Indicator based on these students will: 1) Model the acceptable of Reading and review of Written comprehension Copies of AUP, Lab technology as outlined in the school acceptable policy. test, observation and equipment, computer Acceptable Use Policy evaluation of by teacher of hardware AUP copies, (AUP). (#3, 5 6,) student practices LCD projector screenThis work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 28. 2 2) Be able to accurately type Lab time for practice, Student B/Logs, objective Lab computer hard at least 40 adjusted words embedded practice in measures from typing and software, Typing per minute prior to the assignments, sharing of software. tutor software, completion of grade 10 and software resources websites, 45 words per minute by the GoogleDocs. end of grade 12 (#5 6,) 3) Possess an understanding Teacher presentation and Written comprehension Lab computer hard and historical overview of IT demonstration, test, evidence of and software, development, and be independent student understanding in student websites, textbook, conversant about currently research and study, documentation interactive handouts, and related emerging IT trends, e.g., web projects teacher created 2.0, 3.0, open source, social assessment of design resources. networking, rich media, and projects, electronic their impact on our society. portfolios, (#3, 5, 6,) 4) Be familiar with technical Teacher presentation and demonstration of skills by Lab computer hard terms necessary to work with demonstration,students, observation and and software, IT to create and develop independent student evaluation of student websites, textbook, content e.g. html code, OS, research and study, performance by teacher, handouts, and related scripting, protocols, TCP-IP, written comprehension test, teacher created DNS, Open Source (#3, 5, 6,) assessment of design resources. projects, electronic portfolios, 5) Develop spreadsheets Teacher facilitation and Student’s independent Lab computer and related graphs using when necessary, completion of assigned hard and software, appropriate applications instruction of software projects, and production of e.g., MS Excel, or (e.g., MS Excel or similar) techniques, direct follow- worksheets, documents related spreadsheet using intermediate to up support of students etc., observation and program, LCD advanced techniques e.g., during learning activities. evaluation of student projector, screen formulas, linked datasets, to performance by teacher and analyze and present peers researched data. (#2, 4,5, 6,) 6) Understand how to use Teacher presentation and Observation by teacher of Lab computer hard software tools to design and instruction of techniques, student performance, and software, e.g., create a digital, graphic, i.e., follow up direct 1 to 1 completion of exercise Adobe Photoshop, logo or symbol for an student support during production or project and/or Gimp, Paint.net organization or related entity, learning activity assessment of design LCD projector, screen and to process and edit projects, electronic digital photos, images portfolios, (#1,2,4, 5, 6,) 7) Understand how to use Teacher presentation and Written comprehension Lab computers, software tools to design and instruction of techniques, test, demonstration of skills software; MS create a digital, desktop follow up direct 1 to 1 by students, observation publisher, Scribus, or publishing projects student support during and evaluation of student related tool, student producing a informational or learning activity performance by teacher supplied graphics, commercial publication assessment of design LCD projector screen, (#1,2,4, 5, 6,) projects, electronic portfolios,This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 29. 2 8) Design and build a multi- Teacher presentation and Written comprehension Lab computers, page website featuring instruction of techniques, test, demonstration of skills software:, NVU, graphics, multi-media, follow up direct 1 to 1 by students, observation Dreamweaver, online working links, and tracking student support during and evaluation of student access, student statistics, and then maintain learning activity performance by teacher supplied graphics, it using an FTP client. LCD projector screen, (#1,2,4, 5, 6,) 9) Plan, film and edit a short Teacher presentation and Written comprehension Lab computers, digital video using demonstration, follow up test, demonstration of storyboard and script appropriate hard and direct 1 to 1 student skills by students, materials, software: software tools, OR design support during learning observation and evaluation video Camera, digital and build or code a working activity of student performance by cameras e.g., MS applet, program or related teacher Moviemaker, and /or application (#1,2,4, 5, 6,) Flash, Java or related applications, LCD projector screen, 10) Be able to research, Teacher presentation and observation and evaluation Lab software help search and select the demonstration of student performance by menus and tutorials, necessary resources to self- teacher; demonstration of online support sites; teach oneself a technology skills by students, atomic learning.com, application, program or skill Lynda.com, set. (# 3, 4, 6,) youtube.com, Cnet. etc. LCD projector screen, 11) Be able to work Teacher presentation and Observation and evaluation Various tools: collaboratively with others to demonstration of student projects and depending on the plan, design and create performance by teacher. project; email, related technology related projects, online resources in person and remotely e.g., GoogleDocs, related online resources websites, blogs, etc., email, GoogleDocs. (#1,2, LCD projector screen, 3,4, 5, 6,) 12) Be able to explain and Teacher presentation and Observation and evaluation Various tools: /or instruct others, in the use demonstration. Direct of student pro and depending on the of an application, or IT supervision of student. performance by teacher. project; programs process. (#1, 2,3, 4,5, 6,) websites, blogs, etc., LCD projector screen, 13) Be fluent through the Teacher and Peer Posting and / or publishing Lab software e.g., consistent use of several presentation, of projects successful internet browsers, internet/www based exploration, design, and evaluation of student www sites, and online, applications (RSS feeds, experimentation by performance by teacher and 2.0 tools, LCD wikis, (micro)blogs, IRC, students with the review peers. projector, screen social networks, websites, and of peers and teacher related 2.0 apps) for the creation communication and exchange of content and ideas: (#1, 2, 3, 4,5 6,)This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
  • 30. 3 14) Create and make public Student proposal, Posting and / or publishing Any necessary on the www a site, blog, research, design, and of projects successful development tools, RSS/Stream, or related development process; evaluation of project by either client based or application or tool, using development with peers, public and teacher. in the cloud. software information technologies that mentoring of instructor e.g., code, Adobe is specifically focused on and review by peers and Flash, Sun Java, NVU, generating awareness of or teacher DW projector, screen promoting action to address a social or environmental concern. (#1,2,3,4, 5, 6,) 15) Document and share Teacher presentation and Observation and evaluation Various one’s leaning experiences demonstration. Direct of student projects and developmental tools: and skill set via a self support of students performance by teacher and websites, blogs, etc., created electronic portfolio, during learning activity. when relevant, peers LCD projector screen, resume, blog, website or variations of all of these. (#1,2,3,4, 5, 6,)Mastery of these skills and achievement of these outcomes herein will demonstrate graduating studentsIT/ICT proficiency in accordance with current (2007) established ISTE-NETS standards benchmarks andgoals.This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

×