Technology Proficiencies- 3-5

Table of Contents

Committee Members....................................................................................... 2

Abstract........................................................................................................... 3

FULL: National Educational Technology Standards
(NETS *Student)............................................................................................ 4

Creativity and Innovation (new)................................................................. 6

Communication and Collaboration (4)...................................................... 11

Research and Information Fluency (5)...................................................... 32

Critical Thinking, Problem-Solving & Decision-Making (6, 3)............... 48

Digital Citizenship (2).................................................................................. 53

Technology Operations and Concepts (1, 3).............................................. 60

General Notes................................................................................................. 66

Appendices
I. 21st Century Skills.................................................................................... 69
II. Team Member Bios................................................................................... 70

~Committee Members~

Vincennes Community School Corporation Administrative Office
Ande Warren, Director & Project Lead Thomas Nonte, Executive Director
Department of Information Systems Department of Curriculum and Instruction

Consultant
David Barr
International Society for Technology in Education

Frona Carson, Secretary
Department of Information Systems
Data manipulation and Compiler

Academic Year 2007-2008

Vincennes Community School Corporation Building Representatives
Building Administrator
Eric Goggins, Principal
Washington Elementary School

Kindergarten- Second Grade Third Grade- Fifth Grade
Carolynn Stevenson, Teacher- 2nd Grade Molly Battles, Teacher- 3rd Grade
Franklin Elementary School Franklin Elementary School
Mollie Ravellette, Teacher- 2nd Grade Ann Donovan, Teacher- 5th Grade
Vigo Elementary School Washington Elementary School
Assist with Examples-
Kayla Kiefer, Teacher- Kindergarten


Vincennes Community School Corporation Building Representatives
Tim Hutchison, Principal
Riley Elementary School

Kindergarten- Second Grade Third Grade- Fifth Grade

Carolynn Stevenson, Teacher- 2nd Grade Molly Battles, Teacher- 3rd Grade
Franklin Elementary School Franklin Elementary School
Susan Marchino, Teacher- 3rd Grade Jerri Johanningsmeier, Teacher- 5th Grade
Vigo Elementary School Washington Elementary School

Vincennes Community School Corporation 2

Abstract
“Today the next generation of Web sites gives power to the end-user, providing visitors with a new level of
customization, interaction, and participation. These new technologies are changing our relationship to the Internet.
What can Web 2.0 tools offer educators?”
-Web 2.0: New Tools, New Schools, by Solomon and Schrum

Effectiveness, like beauty, is in the eye of the beholder. Technology can be beautiful when
you see the students interact and manipulate information digitally. The equalizer for all is...
Technology; from tall to short, big to little, and poor or rich, technology can level the playing field.
Web 2.0 is so important to schools because of the group projects and teaching the students can do. By
using technology they learn to communicate with one another in different ways. There are too many
attributes to these tools to dismiss as just social. Kids are discussing school projects online and
creating these projects using sophisticated programs that enhance the final product.
There are several resources to consider when planning for technology activities:
1. Are students proficient in the use of technology in the teaching/learning environment?
2. Is technology integrated into the teaching/learning environment?
3. Are technology proficiencies and measures incorporated into teaching and learning standards?
4. Are technology proficiencies and measures incorporated into student assessment?
5. Is equipment available for use by students?
6. Do the school or district’s instructional applications support teaching and learning standards
across the curriculum?

By using technology the users have the ability to have an openness to experiences- by seeking
out new experiences and having global exploration…positive rewards to new experiences;
observational power- being able to see the 'whole' without having to view each of the component
parts in an operational system...a problem, an issue, a solution... technology supplies the tools to look
at the whole while users are solving the problem.
Many times things get lost in translation and it is extremely important to teach students with tools
they live with. Video Games for example, students spend so much time playing games that it needs to
be recognized by schools. Technology in society is changing rapidly and schools need to keep pace in
preparing our children to be able to compete in the global market.
The goal of the preparation of this document is to aid in the alignment of activities which focus on
technology skills and preparation of students being comfortable with the technology of today. We
have taken the National Educational Technology Standards (created by the International Society of
Technology in Education), the Indiana Department of Education’s definition of Technology Proficient
Literacy and the Academic Standards of Indiana and placed them into easy to find sections of “what
academic standards are being hit and what technology proficiencies are being hit”.


Curriculum and Content Area
Standards

NETS for Students

I. Creativity and Innovation (new)
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and process using technology.
Students:
• Apply existing knowledge to generate new ideas, products or processes
• Create original works as a means of personal or group expression
• Use models and stimulations to explore complex systems and issues
• Identify trends and forecast possibilities

II. Communication and Collaboration (4)
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
Students:
• Interact, collaborate, and publish with peers, experts or others employing a variety
of digital environments and media
• Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
• Develop cultural understanding and global awareness by engaging with learners
of other cultures
• Contribute to project teams to produce original works to solve problems

III. Research and Information Fluency (5)
Students apply digital tools to gather, evaluate, and use information.
Students:
• Plan strategies to guide inquiry
• Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
• Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
• Process data and report results.


IV. Critical Thinking, Problem-Solving & Decision-Making (6,3)
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems and make informed decisions using appropriate digital tools and resources.
Students:
• Identify and define authentic problems and make significant questions for
investigation.
• Plan and manage activities to develop a solution or complete a project.
• Collect and analyze data to identify solutions and/or make informed decisions.
• Use multiple processes and diverse perspectives to explore alternative solutions.

V. Digital Citizenship (2)
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
Students:
• Advocate and practice safe, legal, and responsible use of the information and
technology.
• Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
• Demonstrate personal responsibility for lifetime learning.
• Exhibit leadership for digital citizenship.

VI. Technology Operations and Concepts (1,3)
Students demonstrate a sound understanding of technology concepts, systems and
operations.
Students:
• Understand and use technology systems.
• Select and use applications effectively and productively.
• Troubleshoot systems and applications.
• Transfer current knowledge to learning of new technologies.

http://www.iste.org/

-The NETS Are Searchable Online and Available for Download-


NETS*S aligned to NCLB Student
Technology Literacy Proficiency Checklist

NETS- Curriculum and Content Area Standards

I. Creativity and Innovation (new)
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and process using technology.
Students:
• Apply existing knowledge to generate new ideas, products or processes
• Create original works as a means of personal or group expression
• Use models and stimulations to explore complex systems and issues
• Identify trends and forecast possibilities

The following experiences with technology and digital resources are examples of
learning activities in which students 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. (1, 2, 3, 4)
-The Numbers in Parenthesis are the other NETS Standards that are met with the example-

2. Use digital-imaging technology to modify or create works of art for use in a digital
presentation. (1, 2, 6)

Description of technologies to use:
• Presentation software (i.e. PowerPoint), digital camera, internet resources, word
processing software.

Ways to Evaluate:
• Performance Assessments such as:
• Rubrics
• Check lists
• Teacher observation
• Oral presentation
o peer evaluation


Indiana Department of Education-
NCLB Student Technology Literacy Proficiency Checklist

Technology Conceptualization Skills: The student is able to demonstrate a
comprehensive understanding of the interactivity and operation of technology systems.

1. Understands the organizational concept behind using files and folders for storing
information and is able to organize files into folders. Students identify information
storage devices and strategies used most efficiently and effectively for storing different
types of data, for different purposes, for portability, and for very large files

Content Area Social Mathematics Language Science
Studies Arts
Third Grade 3.4.5 3.1.3
3.1.4
3.1.7
Fourth Grade 4.1.13 4.4.1 4.3.1
4.2.3 4.4.2 4.4.1
4.2.4 4.4.3 4.4.5
4.4.1 4.7.4 4.7.13
Fifth Grade 5.1.18 5.2.2
5.1.19 5.3.1
5.1.20 5.3.9
5.1.22 5.4.1
5.4.4
5.4.5
5.5.1
5.7.7
5.7.8
5.7.10

1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html
o Searchable Online or Available for Download

2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/

Example:

• Students save work to shared folder on the network and/or removable media
• Browsing to a specific folder to access a stored file or save a document in a
specific location/folder for late retrieval
•
•


2. Understands the use of and the difference between temporary memory (RAM),
permanent memory (ROM), and storage (such as digital storage on hard, floppy,
and zip disks; magnetic tape; and CD/DVD optical storage). Students demonstrate an
understanding of concepts underlying hardware, software, and connectivity; the variety of
ways that Information and technology resources can be combined to develop and promote
understanding; and the value of visual and auditory features to convey accurate and
convincing information.

Studies Arts
Third Grade 3.2.7
Fourth Grade 4.1.13 4.4.1 4.3.1
4.2.3 4.4.2 4.4.1
4.2.4 4.4.3 4.4.5
4.4.1 4.7.4 4.4.9
4.7.13
5.1.19 5.3.1
5.1.20 5.3.9
5.1.22 5.4.1
5.4.4
5.4.5
5.5.1
5.7.7
5.7.8
5.7.10



Example

• Students will use educational software directly from CD (i.e. Storybook Weaver)
• Have access use of online storage space
• Burning a CD
•
•

Section Notes:


3. Can identify technological advances in society. Students 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.

Studies Arts
Third Grade
Fourth Grade 4.4.2
4.5.5
Fifth Grade
-Can we think of more standards to identify?



Examples:

• After watching video clip @ united streaming about net safety students can write
a persuasive paragraph about the importance of following chat room do’s and
don’ts.
•
•

Section Notes:


Ideas for Lesson Development:
Ideas for Lesson Development
1.

2.

3.

Content Area Standard(s)

Technology to Use:

Resources:

Rubric to Use/Evaluation Method:

Hardware/Software Needs:



II. Communication and Collaboration (4)
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
Students:
• Interact, collaborate, and publish with peers, experts or others employing a variety
of digital environments and media
• Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
• Develop cultural understanding and global awareness by engaging with learners
of other cultures
• Contribute to project teams to produce original works to solve problems




Student could use website such as wiki.com, edublogs, wiki spaces, pbwiki, wet paint to
share and build an online class project and topic of choice

Ways to Evaluate:
• Students journal daily on information shared with other students in on line project
• Software to navigate ideas for others
• Audio capture software
• ePals- Partner with another country, state, school



Technology as a Productivity Tool: The student is able to use technology as a tool to
enhance learning and creativity. Students are able to use technology to increase
productivity in developing models, publications, and other creative works.

1. Uses the graphical user interface of the operating system with application
software to import images, text, and video/sound (i.e., databases, spreadsheets, word
processors, or educational software). See specific Productivity Tools. 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.

Studies Arts
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
Fourth Grade 4.1.11 4.4.1 4.2.2 4.1.2
4.1.13 4.4.2 4.2.7 4.1.4
4.2.3 4.4.3 4.3.2 4.1.7
4.2.4 4.4.9 4.2.5
4.2.8 4.3.9
4.3.4 4.4.7
4.3.5 4.5.3
4.3.8
4.3.9
4.4.1
4.5.2
4.5.4
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2


5.5.4
5.5.5
5.7.7
5.7.8



Example:

• While creating a presentation using a presentation software (PowerPoint, etc.)
students will cut and paste images, video, and text to enrich their presentation
document
o Addition of transitions, inserting tables and hyperlinks
•
•

Section Notes:


2. Demonstrates telecommunications skills through the use of e-mail to contact
peers, family, teachers, and experts. Students know how to use technology tools and
resources for managing and communicating personal, professional, or educational
information (e.g., managing finances, schedules, addresses, purchases, correspondence,
uniform resource locators [URLs], e-mail addresses, online references, citations).

Studies Arts
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
Fourth Grade 4.4.1 4.2.1 4.3.9
4.4.2 4.4.9
4.4.3 4.6.6
4.7.4 4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:

• Students use email to communicate with/interview a source for a research
document
• Use spreadsheets to use a checkbook
• ePals with others from various states, countries
• Interview of contact specialists for information
•
•


3. Demonstrates multimedia production through the use of paint, draw, or graphics
packages to create simple visual aids (e.g., signs, posters, banners, and charts).
Students know how to work in teams to use hardware and software tools (e.g., concept-
mapping software, word processor, database, spreadsheet, publishing software, Web
publishing software, drawing software, puzzle development software, timeline
development software, digital still and video cameras, probes, motion detectors, light
detectors, digital microscopes) to support learning, research, productivity, and creativity.

Studies Arts
Third Grade 3.3.7 3.4.1 3.2.4
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
3.7.5
3.7.8
Fourth Grade 4.4.1 4.2.1 4.3.9
4.4.2 4.4.9
4.4.3 4.6.6
4.7.4 4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8




Example:

• Use Kidspiration to create a story map based on a story read in class and other
graphic organizers
• Publisher (desktop publishing) classroom newsletter monthly
• Use paint (drawing) to design an amusement park, playground, or mall ??
•
•

Section Notes:


4. Demonstrates spreadsheet and database skills by accessing and retrieving data.
Students describe and apply common software features (e.g., spellchecker and thesaurus
to ensure accuracy of word-processing documents; 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.

Studies Arts
3.4.5 3.1.6
3.5.1 3.1.7
3.5.2 3.2.1
3.5.3 3.2.4
3.5.4
3.5.5
3.6.2
Fourth Grade 4.4.1 4.2.1 4.3.9
4.4.2 4.4.9
4.4.3 4.6.6
4.7.4 4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8




Example:

• Make a database of pertinent names & addresses and import into spreadsheet.
Then take this information and mail merge into word processing document to
make labels.
• Watch television for a week, chart most watched shows @ what times
• Internet ? Chart this too – what sites, for how long?)
•
•

Section Notes:


5. Demonstrates word-processing skills by creating documents and opening previously
and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy o
and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in
communication to an audience, promote productivity, and support creativity.

Studies Arts
Third Grade 3.4.1
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
Fourth Grade 4.4.1 4.2.1 4.3.9
4.4.2 4.4.9
4.4.3 4.6.6
4.7.4 4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:

• Creating a document, saving it to a file/folder, then reopening it to edit it and
enrich
o Add a form field
o Add a water mark
o Use a template from the internet
•
•


8. Demonstrates word-processing skills by using editing functions effectively (e.g.,
delete, cut and paste, and insert). Students describe how to use online environments or
other collaborative tools to facilitate design and development of materials, models,
publications, and presentations; they know how to apply utilities for editing pictures,
images, and charts.

Studies Arts
Third Grade 3.4.1
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
3.7.8
Fourth Grade 4.4.1 4.2.1 4.3.9
4.4.2 4.4.9
4.4.3 4.6.6
4.7.4 4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8




Example:

• Using an existing document, students will edit it by delete, cut/paste and insert
graphics, text etc.
• Different ways to perform these tasks:
o Ctrl > C
o Edit > copy
o Right click > copy
•
•

Section Notes:


7. Demonstrates word-processing skills by printing and saving document. Students
describe how to use online environments or other collaborative tools to facilitate design
and development of materials, models, publications, and presentations; they know how to
apply utilities for editing pictures, images, and charts.

Studies Arts
Third Grade 3.4.1
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
Fourth Grade 4.4.1 4.2.1 4.3.9
4.4.2 4.4.9
4.4.3 4.6.6
4.7.4 4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:
• Using an existing document student will print to local or networked printer then
resave document
• Use properties of printer to make grayscale, color, print specific page numbers
• Make sure printers are online and power is on
•
•


8. Demonstrates word-processing skills by using spell check at an appropriate level
and demonstrating word-processing skills by typing with the correct keyboarding
skills. Students describe how to use online environments or other collaborative tools to
facilitate design and development of materials, models, publications, and presentations;
they know how to apply utilities for editing pictures, images, and charts. Students
describe how specific productivity tools support personal productivity, remediation of
skill deficits, and their capacities for learning in different subjects.

Studies Arts
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
Fourth Grade 4.4.1 4.2.1 4.3.9
4.4.2 4.4.9
4.4.3 4.6.6
4.7.4 4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:

• Students will use keyboarding program to develop improved typing skills and
decrease errors
o Words per minute will be tracked and recorded to show improvements
•


9. Demonstrates spreadsheet and database skills by organizing and analyzing data.
Students describe how specific productivity tools support personal productivity,
remediation of skill deficits, and their capacities for learning in different subjects.

Studies Arts
3.4.5 3.1.7
3.5.1 3.2.1
3.5.2 3.2.4
3.5.3 3.3.9
3.5.4
3.5.5
3.6.2
Fourth Grade 4.1.13 4.4.1 4.3.1
4.2.3 4.4.2 4.4.1
4.2.4 4.4.3 4.4.5
4.4.1 4.7.4 4.7.13
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:
• Develop a project:
• Build a playground, skate park, mall, athletic arena, etc.
o Estimate cost of materials
o Kind of materials needed
o Who will perform work
•
•


10. Demonstrates presentation skills through the use of presentations package to
create well-organized, informative oral presentations with highlighted key concepts,
and through the use of basic design skills to enhance visual presentation. Students
know how to use technology tools and resources for managing and communicating
personal, professional, or educational information (e.g., managing finances, schedules,
addresses, purchases, correspondence, uniform resource locators [URLs], e-mail
addresses, online references, citations). Students describe how to use online environments
or other collaborative tools to facilitate design and development of materials, models,
publications, and presentations; they know how to apply utilities for editing pictures,
images, and charts.

Studies Arts
Third Grade 3.4.1
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
Fourth Grade 4.1.13 4.4.1 4.3.1
4.2.3 4.4.2 4.4.1
4.2.4 4.4.3 4.4.5
4.4.1 4.7.4 4.7.13
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8




Example:
• Students will use presentation software to develop an organized visual
presentation to accompany an oral report
• Using desktop publisher software, create a calendar of activities for the month
• Create a weekly menu with grocery needs and needs
•
•

Section Notes:


11. Demonstrates ability to use Internet search engines to access information by
utilizing Web browser functions to locate and bookmark Internet Web sites.
Students know how to use content-specific hardware and software (e.g., environmental
probes, graphing calculators, exploratory environments, simulations, Web tools) to
support learning, research, productivity, and creative thinking.

Studies Arts
Third Grade 3.4.1
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
3.5.8
3.7.10
Fourth Grade 4.4.1
4.4.7
4.5.3
4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:
• Students use a provided list of search engines to research topic in specified
content area and practice saving site addresses in “favorites” or bookmarks.
• Global positioning to new national historic landmarks
• Estimate distances back to local school
•


12. Uses packaged or online help features of software program to support product
use. Students know how to use content-specific hardware and software (e.g.,
environmental probes, graphing calculators, exploratory environments, simulations, Web
tools) to support learning, research, productivity, and creative thinking.

Studies Arts
Third Grade 3.4.1
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
Fourth Grade
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:
• Demonstrate to students the correct usage of software help features in various CD
programs such as “Oregon Trail” or online programs such as “Cool Math”
• Using the help section from main toolbar to use inbox & search to solve
problems individually
•
•

Section Notes:


13. Demonstrates ability to use Internet search engines to access information by
identifying and conducting searches using Internet/intranet search engines and
directories. Students know how to work collaboratively to design, develop content for,
and construct a Web-based publication.

Studies Arts
Third Grade 3.4.1
3.4.4
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
3.5.8
Fourth Grade 4.4.1
4.4.7
4.4.9
4.5.3
4.7.12
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:
• Conduct an internet scavenger hunt using images from specific sites
o Present findings of an archeology dig by using locations (maps), artifacts,
and similarities to civilized society we are a part of.
•


14. Demonstrates word-processing skills by using the word processor to create
outlines for papers and tables of contents for reports. Students describe and apply
common software features (e.g., spellchecker and thesaurus to ensure accuracy of word-
processing documents; 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.

Studies Arts
Third Grade 3.3.7 3.4.1 3.3.9
3.5.2 3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.6.2
3.7.8
Fourth Grade
Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14
5.1.3 5.4.4 5.4.3 5.2.1
5.2.1 5.4.9 5.4.5 5.2.5
5.3.1 5.4.6
5.3.9 5.4.7
5.5.4 5.4.9
5.4.10
5.5.1
5.5.2
5.5.4
5.5.5
5.7.7
5.7.8



Example:
• Students will use graphic organizer software (i.e. Kidspiration) to create an
outline for a research report ( i.e. King Tut)
• Using presentation software to compile the of a paper with supporting evidence
• Use outline feature to print outline form
•
•


1.

2.

3.


Technology to Use:

Resources:





III. Research and Information Fluency (5)
Students apply digital tools to gather, evaluate, and use information.
Students:
• Plan strategies to guide inquiry
• Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
• Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
• Process data and report results.



2. Recognize bias in digital resources while researching an environmental issue with
guidance from the teacher. (3, 4)

3. Select and apply digital tools to collect, organize, and analyze data to evaluate theories
or test hypotheses. (3, 4)

4. Identify and investigate a global issue and generate possible solutions using digital
tools and resources. (3, 4)

• Excel and other databases, online search engines, online biographies ( 9.com,
biogrqaphies.com)

Ways to Evaluate:
• Rubric
• Performance assessments
• Peer evaluation



Technology as an Information Research Tool: The student uses technology to access,
review, evaluate, and select information from multiple resources for reporting purposes.

1. Uses technology to conduct research by identifying a problem or question to be
researched or resolved. Students know how to search, collect, and evaluate resources
from a variety of locations online, and construct a linked list of resources (e.g.,
information, research, data, photos, video clips, illustrations, and graphics) to support
content learning and project development.

Studies Arts
Third Grade 3.2.7 3.1.7 3.2.4
3.3.7 3.4.1
3.4.4
3.5.4
3.5.5
3.7.10
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
5.1.12 5.7.8
5.1.13
5.1.14
5.3.9
5.5.4
5.2.1
5.7.2
5.7.8




Example:

• Use different search engines such as Google, Yahoo, Yahooligans to find
information, photos and data to support content
• Create a document that is a list of compiled sites as hyperlinks
•
•

Section Notes:


2. Evaluates and selects several resources from a variety of information sources by
determining known and unknown information about research problem or question.
Students know how to conduct an advanced search using Boolean logic and other
sophisticated search functions; they know how to evaluate information from a variety of
sources for accuracy, bias, appropriateness, and comprehensiveness.

Studies Arts
3.4.4
3.5.8
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
Fifth Grade 5.1.11 5.4.8 5.1.7
5.1.12 5.5.3
5.1.13 5.5.7
5.1.14 5.5.8
5.3.9 5.7.9
5.5.4 5.7.10



Example:

• Using multiple search engines; create a timeline showing the different eras of
history and the characteristics of each.
•
•

Section Notes:


3. Uses technology to conduct research by using common electronic reference
resources to access information, such as almanacs, encyclopedias, indexes, online
specialized databases, and online catalogs. Students know how to research and evaluate
the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic
information sources concerning real-world problems.

Studies Arts
Third Grade 3.2.7 3.1.7 3.2.4
3.3.7 3.4.1
3.4.4
3.5.4
3.5.8
3.7.10
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
5.5.3
5.5.7
5.5.8
5.7.9



Example:

• Use online resources such as Britannica.com, encyclopedia.com, wikipedia.org to
research real world problems
• Using local newspaper (online)
• Document & track current events fro the month and identify what are the pressing
issues of the community
•
•

Section Notes:


reviewing print, non print, video, electronic, and human resources for supporting
and differing perspectives. Students know how to select information and technological
resources based on the appropriateness and efficiency for completing tasks, providing the
desired information, or addressing the identified objectives.

Studies Arts
Third Grade 3.4.1
3.4.4
3.5.8
3.7.10
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
Fifth Grade 5.2.1 5.4.8 5.1.7
5.7.2 5.5.3
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Students will become proficient at accessing information from online resources
such as Britannica .com, Wikipedia, dictionary.com and public library online card
catalog
• Students will be able to identify ???
• Podcasts??
•
•

Section Notes:


reviewing each author’s credentials and validates the accuracy of information.
Students 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.

Studies Arts
Third Grade 3.5.8
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
Fifth Grade 5.2.1 5.4.8 5.1.7
5.7.2 5.5.3
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Can you think of your own example?
•
•

Section Notes:


gathering information and applying it to solve the problem or question. Students
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.

Studies Arts
3.4.4
3.5.8
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
Fifth Grade 5.2.1 5.2.1 5.1.7
5.5.3 5.2.1
5.5.7 5.2.5
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Use video conferencing to interview a credited authority on a designed topic
• Accumulate data
• Using spreadsheets, chat data
• Identify your conclusion based on the data you have gathered
•
•

Section Notes:


adapting information for presentation to audience. Students know how to research
and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of
electronic information sources concerning real-world problems.

Studies Arts
Third Grade 3.4.1
3.4.4
3.5.8
Fourth Grade 4.1.12 4.4.1 4.1.5 4.1.2
4.1.14 4.4.2 4.4.1
4.1.15 4.4.3 4.4.7
4.2.8 4.7.4 4.5.3
4.4.7 4.7.12
4.5.4
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Students will use presentation software to compare/contrast written information
with expert testimony (i.e. interviews/websites)
• Compile a list as a class:
o Research issues that are affecting the lives of students your age
o Research solutions to your problems
o Present your findings to the class
•
•

Section Notes:


8. Uses technology to conduct searches by using Boolean operators independently or
with guidance to locate information. Students know how to conduct an advanced
search using Boolean logic and other sophisticated search functions; they know how to
evaluate information from a variety of sources for accuracy, bias, appropriateness, and
comprehensiveness.

Studies Arts
3.5.8
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Students will use “and, not, or” when typing in a search request (i.e.
planets=kids) or (i.e. planets and Venus)
•
•

Section Notes:


9. Uses technology to conduct searches by using sophisticated reference tools, such
as biographical dictionaries and thesauruses in print and electronic formats.
Students 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.

Studies Arts
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Students will access information from online biographical dictionary’s such as
S9.com to create a report on a favorite author, presidents or explorers
•
•

Section Notes:


determining each author’s bias or point of view. Students know how to conduct an
advanced search using Boolean logic and other sophisticated search functions; they know
how to evaluate information from a variety of sources for accuracy, bias, appropriateness,
and comprehensiveness.

Studies Arts
Third Grade 3.4.1
3.4.4
3.5.8
3.7.10
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Research presidential candidates pets
• Print pictures
• Students will survey classmates and create a chart showing results of survey
• Students use persuasive techniques to decide which pet should reside in the
“White House”
•
•

Section Notes:


using new information, and integrates it with prior knowledge. Students know how to
research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and
bias of electronic information sources concerning real-world problems.

Studies Arts
Third Grade 3.4.1
3.4.4
3.5.8
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1 4.4.7
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Use graphic organizing software to develop a KNL chart based on given topic
• Concept mapping:
o Problems in community/schools
o Who it affects
o Ways to solve problems
• Write a letter to the principal with information that supports your issue/solution
•
•

Section Notes:


12. Accesses and analyzes data for use in reporting results by using databases to
locate entries, edit data, and enter data. Students know how to create, edit, and modify
a database report and identify trends reflecting analysis of the data.

Studies Arts
Third Grade
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Using Excel or any other spreadsheet student will collect and record data from a
multi-day experiment in science or any other content area
•
•

Section Notes:


13. Accesses and analyzes data for use in reporting results by creating reports using
database information. Students know how to select and use technology tools to
efficiently analyze and display data.

Studies Arts
Third Grade 3.5.8
Fourth Grade 4.1.12 4.4.1 4.5.3 4.1.2
4.1.14 4.4.2 4.7.10
4.1.15 4.4.3 4.7.12
4.2.8 4.7.4 4.7.13
4.4.7
4.5.4
5.5.7
5.5.8
5.7.7
5.7.8
5.7.9
5.7.10



Example:

• Using previously collected data from a multiple day science experiment, students
will use a database (i.e. Excel) to graph information using the database’s bar line
chart, pie chart and scatter plot
• As a class: log results & discuss the data and what it says
•
•

Section Notes:


1.

2.

3.


Technology to Use:

Resources:





IV. Critical Thinking, Problem-Solving & Decision-Making (6,3)
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems and make informed decisions using appropriate digital tools and resources.
Students:
• Identify and define authentic problems and make significant questions for
investigation.
• Plan and manage activities to develop a solution or complete a project.
• Collect and analyze data to identify solutions and/or make informed decisions.
• Use multiple processes and diverse perspectives to explore alternative solutions.



2. Recognize bias in digital resources while researching an environmental issue with
guidance from the teacher. (3, 4)

3. Select and apply digital tools to collect, organize, and analyze data to evaluate theories
or test hypotheses. (3, 4)

4. Identify and investigate a global issue and generate possible solutions using digital
tools and resources. (3, 4)

5. Conduct science experiments using digital instruments and measurement devices. (4,
6)

6. Conceptualize, guide, and manage individual or group learning projects using digital
planning tools with teacher support. (4, 6)

• Communication tools (email, video conferencing, blog, etc) Search engines,
graphic organizing software

Ways to Evaluate:
• Performance assessment
• Rubric
• Peer evaluation



Technology as a Problem-Solving and Data-Driven Decision-Making Tool: The
student uses technology to develop strategies for solving problems

1. Uses technology to solve problems and make informed decisions. Students 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.

Studies Arts
3.4.4
3.5.8
3.7.10
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8 4.5.3
4.4.7 4.7.12
4.5.4
Fifth Grade 5.5.3
5.7.7
5.7.8



Example:

• Students will use research from the internet based tools and communication
tools to gather information. Environmental issues and develop a rationale fro
developing a solution to the issue
•
•

Section Notes:


2. Uses technology-based, data-driven, decision-support charting software tools to
analyze a problem from different perspectives. Students develop strategies for use of
data analysis, models, and simulations to make specific decisions regarding a course of
action for solving real-world problems.

Studies Arts
Third Grade 3.1.13 3.7.10 3.1.3
3.4.5 3.2.4
3.5.8 3.5.3
Fourth Grade 4.7.12
Fifth Grade 5.7.7
5.7.8



Example:

• Using Kidspiration or graphic organizing software create compare and
contrast/pros/cons to help inform an audience on real world problems
• Use data for why you need an increase in your allowance
o What you would spend it on
o How will you save money?
o What extra work will you so around the house?
•
•

Section Notes:


3. Uses technology-based, data-driven, decision support tools to review the outcome
of a problem scenario over time. Almanacs, encyclopedias, indexes, online
specialized databases, and online catalogs. Students know how to apply formulas,
functions, and “what if” statements in spreadsheets and graphs or charts to analyze and
interpret data for content assignments.

Studies Arts
3.4.5 3.5.3
3.5.5
Fourth Grade 4.1.12 4.1.5 4.1.2
4.1.14 4.4.1
4.1.15 4.4.7
4.2.8
4.4.7
4.5.4
Fifth Grade 5.7.7
5.7.8



Example:

• Using online tools (almanacs, encyclopedias) research the changes in weather
over a specific amount of time and use the information to form an hypothesis
about future weather
• Use the formula tool to create a tracking sheet for upcoming birthdays,
anniversaries, holidays
• Use desktop publishing to create a calendar with different dates of interest
•
•

Section Notes:


1.

2.

3.


Technology to Use:

Resources:





V. Digital Citizenship (2)
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
Students:
• Advocate and practice safe, legal, and responsible use of the information and
technology.
• Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
• Demonstrate personal responsibility for lifetime learning.
• Exhibit leadership for digital citizenship.


1. Practice injury prevention by applying a variety of ergonomic strategies when using
technology. (5)

2. Debate the effect of existing and emerging technologies on individuals, society, and
the global community. (5, 6)

• Publishing software word, processing software, internet resources, united
streaming

Ways to Evaluate:
• Rubric
• Peer evaluation
• Checklist
• Teacher created survey
• Survey



Social and Ethical Issues of Technology: The student understands the social, legal, and
ethical issues related to technology use. The student practices responsible use of
hardware, software, and data and positively interacts with technology independently and
in collaboration with others.

1. Practices respectful and responsible use of technology through abiding by the
school technology and Internet use policy. Students identify and discuss terms and
concepts associated with safe, effective, and efficient use of the Internet and
telecommunications resources (e.g., password, firewall, spam, security, fair use,
acceptable use policy [AUP], Internet use policy [IUP], release form) and recognize
strategies that demonstrate ethical, legal, and socially responsible use of technology and
electronic resources.

Studies Arts
Third Grade 3.4.1
3.4.4
3.5.8
3.7.10
Fourth Grade 4.2.6
4.4.1
4.4.5
4.5.3
4.7.10
4.7.12
5.5.3 5.7.8
5.7.7
5.7.8




Example:

• Provide students with list of internet terms and use internet resources to define
commonly used internet terms. Then create a presentation to share their findings
• Discuss how long they use the internet
• Chat rooms
•
•

Section Notes:


2. Demonstrates an understanding of plagiarism and fair use, and respects
copyright laws of information producers, such as authors and artists. Students
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.

Studies Arts
3.4.4
3.4.5
3.5.8
Fourth Grade 4.4.1 4.2.6
4.4.5
4.4.7
4.5.3
5.7.8



Example:

• Discussion on music privacy and its effect on the music industry and artists rights
and income.
• Analyze copyrights
o Investigate different music download websites
o Write a report indentifying pros/cons of pirating music verses fee based
music sites
o Is it right/wrong
•
•

Section Notes:


3. Demonstrates an understanding of the interaction and interdependence between
humans and technology. Students identify how they currently use technology and
predict how they may use and benefit from its use in their future.

Studies Arts
Third Grade
Fourth Grade 4.1.7
4.4.7
Fifth Grade
-Can we think of more standards to identify?



Example:

• Career exploration:
o Select a career and investigate how technology has changed and improved
the efficiency of the job
o Use Unitedstreaming for career background
o Brainstorm future technology jobs in the states, country, and world
o How will they use technology in the future?
•
•

Section Notes:


4. Understands how changes in technology affect the workplace and society.
Students recognize, discuss, and visually represent current changes in information
technologies and the effect those changes have on the workplace and society. Students
identify capabilities and limitations of contemporary and emerging technology resources.

Studies Arts
Third Grade
Fourth Grade 4.1.7
4.4.7
Fifth Grade 5.1.1 5.1.1 5.1.1 5.1.14
5.1.3 5.1.3 5.2.1
5.2.1 5.2.1



Example:
• Students create an itinerary/brochure of a trip to Washington DC
o Include transportation, food, lodging, list of visitor sites and directions.
o Spreadsheet of expenses
o Publishing software to create brochure
o Online visitor guide for information
o Map website for directions
o Use Unitedstreaming to build background knowledge
•
•

Section Notes:


1.

2.

3.


Technology to Use:

Resources:





VI. Technology Operations and Concepts (1,3)
Students demonstrate a sound understanding of technology concepts, systems and
operations.
Students:
• Understand and use technology systems.
• Select and use applications effectively and productively.
• Troubleshoot systems and applications.
• Transfer current knowledge to learning of new technologies.



2. Conduct science experiments using digital instruments and measurement devices. (4,
6)

3. Conceptualize, guide, and manage individual or group learning projects using digital
planning tools with teacher support. (4, 6)

4. Debate the effect of existing and emerging technologies on individuals, society, and
the global community. (5, 6)

5. Apply previous knowledge of digital technology operations to analyze and solve
current hardware and software problems. (6)

• Calculator, video projector, Promethean board, digital camera, keyboarding
software , camcorder

Ways to Evaluate:
• Rubric
• Peer evaluation
• Performance assessment



Technology Operation Skills: The student is able to use hardware and software
components, The student understands the difference between input and output devices

1. Uses hardware and peripherals (input and output devices) to support content
area learning including the use of touch screens and simple voice-recognition
systems. Students know how to connect and use a wide variety of input and output
devices and common peripherals (e.g., scanners, digital probes, digital cameras, and
video projectors), and how to access networked resources.

Studies Arts
3.4.4
3.4.5
3.5.8
3.7.10
Fourth Grade 4.4.1
4.4.7
4.4.9
4.5.3
4.6.6
4.7.12
5.5.3 5.2.5
5.7.7
5.7.8



Example:
• Student will create a presentation in content area using a video projector, digital
camera and/or Promethean board
• Connect iPods digital cameras, camcorders
• Sync media from/to device for offline use
• Using login and passwords to activate to the network
•
•


2. Demonstrates effective keyboarding techniques. Students know how to use proper
keyboarding posture, hand and finger positions, and touch-typing techniques to
improve accuracy, speed, and general efficiency in computer operation.

Studies Arts
Third Grade 3.5.2 3.4.1 3.1.3
3.4.4
3.4.5
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.5.8
3.6.2
3.7.10
Fourth Grade 4.4.1
4.4.7
4.4.9
4.5.3
4.6.6
4.7.12
5.5.3



Example:

• Student will use keyboarding software such as Type to Learn to establish proper
keyboarding techniques
• Know the layout of a QWERTY keyboard
o Home row
o Number page
o Arrows to navigate a file
o Page up and down
o Print screen
•
•

Section Notes:


3. Connects to the Internet using school network/modem and browser. Students
know how to apply search engines, word processors, databases, spreadsheets,
timelines, charts or graphs, communications, surveys, and other technology-based
research and analysis tools to organize, synthesize, interpret, and communicate results
from data collected regarding technological advances over time and the effects of the
changes on occupations in business, industry, education, and other areas.

Content Area Social Studies Mathematics Language Science
Arts
Third Grade 3.4.1
3.4.4
3.5.8
3.7.10
Fourth Grade 4.4.1
4.4.7
4.5.3
4.7.12
Fifth Grade 5.4.7 5.4.4 5.1.5
5.4.7
5.5.3
5.7.7
5.7.8



Example:

• Students will use the internet to access information relevant to classroom
instruction and activities
• Create a digital historical timeline using application of choice to identify dates of
major technological advancements
•
•

Section Notes:


4. Uses a graphing algebraic calculator to support graphing and/or arithmetic and
algebraic functions. Students know how to evaluate, select, and use appropriate
technology tools and information resources to plan, design, develop, and
communicate content information, appropriately addressing the target audience and
providing accurate citations for sources. Students know how to select and use
technology tools efficiently and effectively to collect, analyze, and display data for
class assignments, projects, and presentations.

Studies Arts
Third Grade 3.2.4

Fourth Grade
5.2.5
5.4.4



Example:

• Students will use a calculator to solve arithmetic and algebraic functions and
develop graphs to support their answers and solutions
• Create a grocery list for the day/week shopping and use a calculator to total the
amount spent
• Use a calculator to assist in conversion from metric to standard or Celsius to
Fahrenheit
•
•

Section Notes:


1.

2.

3.


Technology to Use:

Resources:




General Notes:


Appendices
I. 21ST CENTURY STUDENT OUTCOMES:
The elements described in this section as “21st century student outcomes” (represented
by the rainbow) are the skills, knowledge and expertise students should master to succeed
in work and life in the 21st century.
1. Core Subjects and 21st Century Themes
o Learning and Innovation Skills
o Creativity and Innovation Skills
o Critical Thinking and Problem Solving Skills
o Communication and Collaboration Skills
2. Information, Media and Technology Skills
o Information Literacy
o Media Literacy
o ICT Literacy
3. Life and Career Skills
o Flexibility & Adaptability
o Initiative & Self-Direction
o Social & Cross-Cultural Skills
o Productivity & Accountability
o Leadership & Responsibility

The Partnership for 21st Century Skills has developed a unified, collective vision for 21st
century learning that can be used to strengthen American education.
< http://www.21stcenturyskills.org/ >


Team Members
Administrative Office

Mr. Thomas Nonte
Mr. Tom Nonte is a K-12 Education Curriculum Specialist with 35 years of combined
experience as a faculty member, principal, and senior administrator. Strengths include
budget development within state and federal grants, curriculum and instruction,
assessment, wage and salary administration, and employee management.

Mr. Ande Warren
Mr. Ande Warren had been with Indiana State University in the College of Education
working with the Preparing Tomorrow’s Teacher’s to Use Technology grant and is
currently the Director of Information Systems with Vincennes Community Schools. He is
the only candidate in the state to have been awarded a Graduate Certificate in the
Advanced Study of Technology Leadership in Education from the University of
Minnesota. He also holds a Master’s from ISU in Educational Media, with a focus as a
Technology Coordinator, along with several computer and training certifications
including: MCP v.2, Net+, A+, Project+, and Master Instructor, Teach to the Future.


Eric Goggins
Mr. Eric Goggins is the current principal at Washington Elementary School. He has three
years of teaching experience at the elementary school level. He holds a Master of Arts
degree in elementary education from Oakland City University.

Grade Level Faculty

Ann Donovan
Mrs. Ann Donovan earned a BS from University of Southern Indiana and her Master’s
Degree from Indiana State University. She has been a teacher in the Vincennes
Community School Corporation at both Riley Elementary and Washington Elementary
for the last 20 years.

Carolyn Stevenson
Mrs. Carolyn Stevenson is completing her 16th year teaching at the elementary level.
Most of her experience has been with second grade but has also taught first and fifth
grades. Before returning to school to complete her degree she was an aide in a first grade
classroom.


Mollie Ravellette
Mrs. Mollie Ravellette, teacher at Vigo Elementary, has taught Title 1 Math for 4 years
and the other 6 years have been in the regular elementary classroom. The 10 years she
has taught have been in the 1st, 2nd, and 3rd grades.

Molly Battles
Mrs. Molly Battles has been teaching at Franklin elementary for 4 years where she has
taught three years of third grade and one year of second. Her degrees are from Indiana
University, 2004, with a Bachelor’s degree in Elementary Education and a Master’s
degree in Education from Indiana Wesleyan, 2007.


Tim Hutchison
Mr. Tim Hutchison started his year as an educator at Washington High School for 14
years and taught Computer Applications, Keyboarding, Lotus, Word Perfect, Marketing,
Business Law, Business Management. He earned his administrative license and become
the Clark Middle School Assistant Principal for seven years and then moved to a local
elementary building to become the Principal. He is currently working at Clark Middle
School teaching a Business course.

Grade Level Faculty

Jerri Johanningsmeier
Mrs. Jerri Johanningsmeier has been an elementary classroom teacher with Vincennes for
34 years. She has attended computer/ technology workshop classes in sequence to
updates in computer technology to support classroom instruction with students. Jerri uses
technology everyday in classroom activities and instruction. She is also the building
facilitator with Gifted/Talented students, Math Bowl and Spell Bowl and has tutored in
Jump Start programs and after school instruction.

Susan Marchino
Mrs. Susan Marchino, currently Principal at Riley Elementary, has 15 years of teaching
experience. Her experience was in either the second or third grade at Vigo Elementary,
as she was part of the ‘looping’ concept for several years. She has a Master’s degree in
Education from Indiana Wesleyan and finished her administrative coursework at Oakland
City University.


Technology Proficiencies- 3-5

More Related Content

What's hot

Viewers also liked

Similar to Technology Proficiencies- 3-5

Recently uploaded

Technology Proficiencies- 3-5