San Marino Unified School District

CUrriculum Standards » Technology

San Marino Unified School District Technology Plan

Appendix A

 Expectations for Technical Skills

The District Technology Committee has made the following recommendations. Grade level competencies will be refined and changed over time.

[K = Knowledge; A = Application; C = Use with increasing complexity; S = Sophisticated use]

Computer Operations

K-2

3-5

6-8

9-12

1.  Start up and shut down hardware and software applications

K

A

C

S

2.  Use desktop menu bars, menus, icons, and windows

K

A

C

S

3.  Move, resize, and arrange windows

 

K

A

C,S

4.  Use and format disks

 

K

A

C,S

5.  Create, rename, copy, and delete files and folders

 

K

A

C,S

6.  Use desktop interface to select a printer or file server and print

 

K

A

C,S

7.  Switch between multiple applications (multi-task)

 

K

A

C,S

8.  Obtain menu-bar and on-line help

 

K

A

C,S


Word Processing

K-2

3-5

6-8

9-12

1.  Create, save and name documents

K

A

C

S

2.  Use the ruler

 

K

A

C,S

3.  Type, edit, and format text and paragraphs

K

A

C

S

4.  Create columns, set margins and page breaks

 

 

K

A

5.  Use the spell checking tools

 

K

A

C,S

6.  Create headers, footers, and page breaks

 

K

A

C,S

7.  Add footnotes and end notes

 

K

A

C,S

8.  Apply safety techniques and procedures

 

K

A

C,S

9.  Use mail merge

 

 

K

A,C


Internet Search and Retrieval

K-2

3-5

6-8

9-12

1. Identify and locate popular internet search engines and indexes

 

K

A

C,S

2. Use search engines to locate specified information

 

K

A

C,S

3. Refine a search to narrow the results using Boolean and common language search strategies

 

K

A

C,S


Electronic Communication

K-2

3-5

6-8

9-12

1.  Send and receive e-mail messages

K

A

C

S

2.  Attach an enclosure to an e-mail message

 

K

A

C,S

3.  Reply and forward e-mail messages

K

A

C

S

4.  Use spell-check in e-mail

 

K

A

C,S


Multi-media Presentations

K-2

3-5

6-8

9-12

1.  Open, close, save, and create new slide show files

 

K

A,C

S

2.  Enter, edit, format, and spell check presentation text in slides

 

K

A

C,S

3.  Use the slide, slide sorter, and outline views to modify and rearrange a presentation

 

K

A

C,S

4.  Use master pages to change the look of a presentation

 

K

A,C

S

5.  Add clip art, graphs, tables, and charts to enhance a presentation

 

K

A

C,S

6.  Print slides, handouts, notes, and outlines from the presentation

 

K

A,C

S


Desktop Publishing

K-2

3-5

6-8

9-12

1.  Set document margins

 

K

A

C,S

2.  Draw and edit boxes and circles

 

K

A,C

S

3.  Create text blocks and apply special effects to boxes and text

 

 

K,A

C,S

4.  Insert a word processing document in a layout

 

 

K,A

C,S

5.  Flow text from one column or page to the next

 

K

A

C,S

6.  Import text and graphics

 

K

A

C,S

7.  Resize and crop graphics

 

K

A

C,S

8.  Use ruler guides to align text and graphic images

 

K

A

C,S

9.  Adjust text column starting points

 

 

K,A

C,S

10. Adjust text columns to a graphic image

 

 

K,A

C,S

11. Use master pages for repeated elements and automatic page numbering

 

 

K,A

C,S


Web-page Construction

K-2

3-5

6-8

9-12

1.  Create Titles

 

 

K,A

C,S

2.  Develop content headings

 

 

K,A

C,S

3.  Layout content into the body

 

 

K,A

C,S

4.  Apply styles to text

 

 

K,A

C,S

5.  Create a web page with graphics

 

 

K,A

C,S

6.  Develop links between pages

 

 

K,A

C,S


Spreadsheet

K-2

3-5

6-8

9-12

1.  Enter, edit, and format worksheet data

 

K

A

C,S

2.  Insert rows and columns; adjust row height and column width

 

K

A

C,S

3.  Format numbers, dates, and times

 

K

A

C,S

4.  Build simple formulas and use basic functions

 

 

K,A

C,S

5.  Copy, paste, and fill formulas and values

 

 

K,A

C,S

6.  Sort data and create charts and graphs

 

K

A

C,S

7.  Apply relative and absolute addressing

 

 

K,A

C,S


Database

K-2

3-5

6-8

9-12

1.  Define fields and enter data

 

 

K,A

C,S

2.  Add, copy, rename, edit, and delete fields

 

 

K,A

C,S

3.  Add, copy, rename, edit, and delete records

 

 

K,A

C,S

4.  Create layouts for simple forms, labels, and reports

 

 

K,A

C,S

5.  Use specified keys to find, sort, and match records

 

 

K,A

C,S

6.  Perform simple calculations and summaries

 

 

K,A

C,S

7.  Use look-up, information, logical, and date functions to evaluate information and automate spreadsheet tasks

 

 

K,A

C,S

Appendix B

Students will use technology to develop the following skills with increasing complexity.

 Skills for Information Processing, Productivity and Learning

Information Literacy

1.  Orientation:  Students will be aware of a wide variety of print, media, and technology resources

2.  Pre-search task definition: Students will access prior knowledge, explore and identify the need for information, develop a focus, and learn to ask key questions

3.  Information seeking strategies: Students will consider questions and develop search strategies

4.  Select, locate, and access resources: Students will select potential resources, locate, access, and evaluate them.  In the process, the focus will become increasingly clear

5. Acquire and record information: Students will gather information, evaluate the relevancy and validity of sources, select appropriate materials, and take effective notes

6.  Process and synthesize information: Students will manipulate information, build new understanding of main ideas, and redefine established knowledge and concepts.  In the process, the students will synthesize, integrate, and restructure information to meet the defined, focused task

7.  Present and communicate information: Students will communicate and present the information to share new insights

8.  Access and evaluate information: Students will assess the point of view of information sources, and evaluate validity in the context of the author(s) and/or audience. They will then use or discard the information based on sound reasons


Purposeful Reading

1.  Efferent literacy: Students will be able to seek information and focus on accumulating what is to be remembered and applied at the end of the reading

2.  Aesthetic literacy: Students will be able to center on the internal, emotional experience created during reading


Use of Technology Resources for Thinking and Learning

Students will demonstrate effective use of technology tools to access, critique, analyze, and use information from various electronic resources to build their knowledge and appreciation of curriculum 

a.  Students will locate and select materials:

·         For efferent or aesthetic purpose

·         At an appropriate reading level for a given task

·         To match a given theme

·         To express interest, tastes, and preferences

b.  Students will develop personal tastes and appreciation of:

1.       Literary, visual, and performing arts styles

2.       Viewpoints represented in a variety of genres

3.       Aesthetic qualities of literature, visual and performing arts

c.  Students will build their cultural knowledge base and experience by exploring a rich variety of:

1.       Literature, music, and fine arts that represent the world’s cultures

2.       Reading and listening activities for pleasure to develop personal interests and tastes

3.       Opportunities for personal interpretation and expression


Work Strategies

Students will employ technology to facilitate collaboration skills:

a.       Students will effectively participate in group roles such as facilitator, recorder, reporter, and contributing member

b.       Students will elicit information and form new thinking and ways of working from others

c.        Students will demonstrate consensus-building skills

d.       Students will demonstrate negotiation and conflict resolution skills

e.        Students will accept personal and group accountability for the work of the group

f.        At the end of a group project, students will reflect, evaluate, and plan for group process improvement


Ethical Use

1.  Students will demonstrate ethical behavior in the use of technology

2.  Students will analyze and discuss actual and potential impact of communication and information technology on local, state, national, and international life

3.  Students will formulate well-reasoned arguments about the ethical and unethical use of technology in their personal, community, and other experiences

4. Students will adhere to ethical behavior standards