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1
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- Standard 8
- Technological Literacy
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2
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- Graduation Requirements
- Technological literacy, consistent with the Core Curriculum Content
Standards, integrated throughout the curriculum
- No credit requirement
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3
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- 8.1 Computer and Information Literacy
- Basic Computer Tools and Skills
- Keyboarding
- Word processing
- Internet usage
- Spreadsheets
- Database concepts and usage
- Publications and presentations
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4
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- 8.1 Computer and Information Literacy
- Application of Productivity Tools
- Social Aspects
- Information Access and Research
- Problem Solving
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5
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- 8.2 Technology Education --Engineering and Technological Design
- Nature and Impact of Technology
- Design Process and Impact
Assessment
- Systems in the Designed World
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6
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- Standard 8.1, Computer And Information Literacy: All Students Will Use Computer
Applications to Gather and Organize Information and to Solve Problems
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7
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- Grade 4
- Use basic technology vocabulary.
- Input and access text and data using proper keyboarding techniques.
- Produce a simple finished document using word processing software.
- Produce and interpret a simple graph or chart by entering and editing
data on a prepared spreadsheet template.
- Create and present an electronic presentation using appropriate
software.
- Create and maintain files and folders.
- Grade 8
- Develop the ability to use touch keyboarding without observing hands
or keyboard.
- Input and access data and text efficiently and accurately through
proficient use of the keyboard and mouse.
- Create documents with advanced text-formatting and graphics using word
processing.
- Create a file containing customized information by merging documents.
- Construct a simple spreadsheet, enter data and interpret the
information.
- Design and produce a basic multimedia project.
- Plan and create a simple database, define fields, input data, and
produce a report using sort and query.
- Use network resources for storing and retrieving data.
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8
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- Basic Computer Skills and Tools
- Create a multi-page document with citations using word processing
software in conjunction with other tools that demonstrates the ability
to format, edit and print.
- Construct a spreadsheet, enter data, use mathematical functions to
manipulate and process data, generate charts and graphs and interpret
the results.
- Plan and create a relational database, define fields, input data from
multiple records, produce a report using sort and query and interpret
the data.
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9
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- Produce a multimedia project using text, graphics, moving images and
sound.
- Produce and edit page layouts in different formats using desktop
publishing and graphics software.
- Develop a document or file for inclusion into a website or web page.
- Discuss and/or demonstrate the capability of emerging technologies and
software in the creation of documents.
- Create documents using professional format including a resume and a
business letter.
- Merge information from one document to another.
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10
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- Grade 4
- Discuss common uses of computer applications and identify their
advantages and disadvantages.
- Recognize and practice responsible social and ethical behaviors when using technology and
information and understand the consequences of inappropriate use.
- Internet access
- Software copyrights
- Print and non-print copyrights
- Library resources
- Personal security and safety issues
- Practice appropriate Internet etiquette.
- Recognize the ethical implications of plagiarism of print, non-print
and software copyrights.
- Grade 8
- Demonstrate an understanding of changes in computer applications and
the impact upon the workplace and society.
- Exhibit legal and ethical behaviors when using information and
technology and discuss consequences of misuse.
- Explain the purpose of an Acceptable Use Policy and the consequences
of inappropriate use of technology.
- Describe and practice safe Internet usage.
- Describe and practice “netiquette” when using the Internet and
electronic mail.
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11
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- Social Aspects
- Evaluate the potential and implications of contemporary and emerging
computer applications for personal, social, lifelong learning and
workplace needs.
- Exhibit legal and ethical behaviors when using information and
technology and discuss consequences of misuse. www.Plagiarism.org or www.TurnItIn.com
- Make informed choices among technology systems, resources and services
in a variety of contexts.
- Demonstrate sensitivity in communicating with diverse audiences using
computer and information literacy.
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12
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- Grade 4
- Recognize the need for accessing and using information.
- Identify and use simple web browsers, search engines and directories
to obtain information to solve real world problems.
- Locate specific information by searching a database.
- Recognize accuracy and/or bias of information.
- Grade 8
- Choose appropriate tools and information resources to support research
and solve real world problems, including;
- On-line resources and databases
- Search engines
- Evaluate the accuracy, relevance and appropriateness of print and
non-print electronic information sources.
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13
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- Information Access and Research
- Select and use specialized databases for advanced research and solve real
world problems.
- Integrate new information into existing knowledge base and communicate
the results in a project or presentation.
- Identify new technologies and other organizational tools to use in
personal, home and/or work environments for information retrieval,
entry and presentation.
- Evaluate the accuracy, relevance and appropriateness of electronic
information sources.
- Compose, send and organize e-mail messages with or without attachments.
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14
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- Grade 4
- Solve problems individually and/or collaboratively using computer
applications.
- Identify basic hardware problems
- Grade 8
- Use computer applications to modify information independently and/or
collaboratively to solve problems.
- Identify basic hardware problems.
- Determine when technology tools are appropriate to solve a problem and
make a decision.
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15
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- Problem-Solving and Decision Making
- Create and manipulate information independently and/or collaboratively to
solve problems, to design and to develop products.
- Evaluate and correct non-functioning technology systems necessary to
accomplish required tasks.
- Identify a problem in a content area and formulate a strategy to solve
the problem using brainstorming, flowcharting and appropriate
resources.
- Integrate new information into existing knowledge base and communicate
the results in a project or presentation.
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16
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- STANDARD 8.2 TECHNOLOGY EDUCATION -- ENGINEERING AND TECHNOLOGICAL
DESIGN
- All Students Will Develop an Understanding of the Nature And Impact of
Technology, Engineering, Technological Design, and the Designed World
as They Relate to the Individual, Society and the Environment
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17
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- Grade 4-Science
- Science and Society
- Describe how people in different cultures have made and continue to
make contributions to science and technology.
- Hear, read, write and talk about scientists and inventors in historical
context.
- Grade 8
- Nature and Impact of Technology
- Describe the nature of technology and the consequences of
technological activity.
- Describe how components of a technological product, system or
environment interact.
- Describe how one technological innovation can be applied to solve
another human problem to enhance human life or extend human
capability.
- Describe how technological activity has an affect on economic
development, political actions and cultural change.
- Explain the societal and cultural effects of an exponential increase
of information and knowledge.
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18
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- Building upon knowledge and skills gained in preceding grades, by the
end of Grade 12, students electing courses in technology education may:
- Nature and Impact of Technology
- Discuss the full costs and benefits and trade-offs and risks related to
the use of technologies using appropriate data.
- Explain how technological development is affected by competition
through a variety of management activities associated with planning,
organizing and controlling the enterprise.
- Provide various examples of how technological developments have shaped
human history.
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19
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- Grade 2
- Nature and Process of Technology
- Select and use simple tools and materials to complete a task.
- Technological Design
- Make a plan in order to design a solution to a problem.
- Describe a toy or other familiar object as a system with parts that
work together
- Grade 4
- Science and Technology
- Distinguish between things that occur in nature and those that have
been designed to solve human problems.
- Nature of Technology
- Demonstrate how measuring instruments are used to gather information in
order to design things that work properly.
- Technological Design
- Describe a product or device in terms of the problem it solves or the
need it meets.
- Choose materials most suitable to make simple mechanical constructions.
- Use the design process to identify a problem, look for ideas, and
develop and share solutions with others.
- Grade 6
- Select a technological problem and describe the criteria and
constraints that are addressed in solving the problem.
- Identify the basic components of a technological system: input, process, output and feedback.
- Grade 8
- Demonstrate and explain how the design process is not linear.
- Analyze products and systems to determine how the design process was
applied to create the solution
using hands-on activities.
- Identify a technological problem and use the design process to create
an appropriate solution.
- Describe how variations in resources can affect solutions to a
technological problem.
- Select and use appropriate tools and materials safely in analyzing,
designing, modeling or making a technological product, system or
environment.
- Science
- Compare and contrast science with technology, illustrating
similarities and differences between these two human endeavors.
- Analyze a product or system to determine the problem it was designed
to solve, the design constraints, trade-offs and risks involved in
using the product or system, how the product or system might fail, and
how the product or system might be improved.
- Recognize how feedback loops are used to control system.
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20
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- Design Process and Impact Assessment
- Analyze a given technological product, system, or environment to
understand how the engineering design process and design specification
limitations influenced the final solution.
- Evaluate the function, value and appearance of technological products,
systems and environments from the perspective of the user and the
producer.
- Develop methods for creating possible solutions, modeling and testing
solutions and modifying proposed design in the solution of a
technological problem using hands-on activities.
- Use a computer assisted design (CAD) system in the development of an
appropriate design solution.
- Diagnose a malfunctioning product and system using appropriate critical
thinking methods.
- Create a technological product, system or environment using given
design specifications and constraints by applying design and
engineering principles.
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21
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- From previous slide -- Grade 4
- Science and Technology
- Distinguish between things that occur in nature and those that have
been designed to solve human problems.
- Nature of Technology
- Demonstrate how measuring instruments are used to gather information in
order to design things that work properly.
- Technological Design
- Describe a product or device in terms of the problem it solves or the
need it meets.
- Choose materials most suitable to make simple mechanical constructions.
- Use the design process to identify a problem, look for ideas, and
develop and share solutions with others.
- Grade 6
- Select a technological problem and describe the criteria and
constraints that are addressed in solving the problem.
- Identify the basic components of a technological system: input, process, output and feedback.
- Grade 8
- Explain technological advances in medical, agricultural, energy and
power, information and communication, transportation, manufacturing,
and construction technologies.
- Explain reasons why human-designed systems, products, and environments
need to be monitored, maintained, and improved to ensure safety,
quality, cost efficiency and sustainability.
- Explain the functions and interdependence of subsystems such as waste
disposal, water purification, electrical, structural, safety, climatic
control and communication.
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22
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- Systems in the Designed World
- Explain the life cycle of a product, from initial design to reuse,
recycling, remanufacture or final disposal, and its relationship to
people, society and the environment, including conservation and
sustainability principles.
- Analyze the factors that influence design of products, systems and
environments.
- Compare and contrast the effectiveness of various products, systems and
environments associated with technological activities in energy,
transportation, manufacturing and information and communication.
- Science-12
- Know that scientific inquiry is driven by the desire to understand the
natural world and seeks to answer questions that may or may not
directly influence humans, while technology is driven by the need to
meet human needs and solve human problems.
- Assess the impacts of introducing a new technology in terms of
alternative solutions, costs, tradeoffs, risks, benefits and
environmental impact.
- Plan, develop and implement a
proposal to solve an authentic, technological problem.
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23
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- Ensure that the written, taught and tested curriculum ACROSS a grade
level is in alignment.
- Key questions:
- During and by the and of ___ grade, what will students be taught?
- During and by the end of ___ grade, what will students be held
accountable for?
- During and by the end of ____grade, what will students learn?
- During and by the end of ____grade, how will students manifest their
learning?
- Guiding documents
- Scope and sequences
- Curricular units
- Course syllabi
- Curriculum maps
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24
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- Ensuring that the written, taught, and tested curriculum BETWEEN grade
levels is in alignment.
- Key questions:
- How is what students learn in one grade level connected to what
students learn in the next grade level?
- How does what students are accountable for change from grade level to
grade level?
- What are students ultimately accountable for?
- How is knowledge pre-assessed?
- What is the profile of a graduate from your school system?
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25
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- Top five entry-level skills
- Computer literacy
- Critical thinking
- Problem solving
- Teamwork
- Interpersonal relations
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26
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27
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- Brainstorm a list of how computers are used in society to access
information, i.e. travel agents to reserve airline tickets, bank
customers, library, etc.
- Divide the class into groups of 3 or more students. Give each group a sketch of the school
floor plan with major areas labeled.
Have students brainstorm in their groups places in the school
where large amounts of products or information is located. Mark on the
map. (Principal’s office, attendance office, guidance office, media
center, etc.)
- Arrange for groups to visit site/s and interview person working there
about using computers to access information. Develop a set of questions to ask
prior to interview. Make a presentation
to the class about the information gathered.
- Follow-up: Survey or interview
several people on the use of the computer related to the job. Sample people might include: pharmacist, librarian, motel manager,
home supply store clerk, agriculture extension agent, video rental store
clerk, car parts store employee, airline reservationist, bank teller,
care rental employee, etc.
Determine the types of programs used and specific data collected.
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28
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- Discuss the term computer-generated effects with the students.
- Show a segment(s) of video containing computer-generated effects.
- Identify the effects found in the video segment.
- Identify other computer-generated effects seen on TV or in movies.
- Keep a log for a specific length of time of computer generated effects
from TV programs, movies or commercials they watch. Include date, time, station and
effect.
- Follow-up: Take a field trip to a
local television station to learn more about the types of
computer-generated effects used.
Have one of the media professionals describe the types of
training/education needed for a career in this area.
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29
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- Produce an annual report for a business/company
- Apply for a grant application
- Present at a board meeting
- Produce a public relations piece
- Plan and hold a conference on a theme or topic
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30
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- Design activities
- Design brief
- Design portfolio
- Rubric as evaluation tool
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31
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- Core Curriculum Content Standards to be passed by the State Board of
Education
- Focus group of business leaders, administrators and teachers
- Follow-up sessions for development of framework
- Professional development
- Networking
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32
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- Phyllis Garnant
- NJDOE
- Office of Academic and Professional Standards
- P.O. Box 500
- Trenton, NJ 08625-0500
- Phone: 609-292-6245
- Fax: 609-2929-7276 or 609-984-7456
- E-mail:
phyllis.garnant@doe.state.nj.us
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Notes
