Technology Lessons – By Category:

Web 2.0: Students will participate in and contribute to collaborative/interactive communities beyond the physical classroom walls.
Examples: Social bookmarking, blogs, wikis, Moodle, real-time communication with experts/classrooms around the world.
· 3(D) identify the impact of technology applications on society through research, interviews, and personal observation; and
· 8(A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor;
· 8(B) complete tasks using technological collaboration such as sharing information through on-line communications;
· 8(C) use groupware, collaborative software, and productivity tools to create products;
· 8(D) use technology in self-directed activities by sharing products for defined audiences; and
· 11(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
· 11(C) use telecommunication tools for publishing such as Internet browsers, video conferencing, or distance learning.

Language of Instruction: These are knowledge and skills that should be included in the background of every lesson that includes technology.
· 1(G) explain the differences between analog and digital technology systems and give examples of each;
· 1(H) use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML);
· 1(E) use technology terminology appropriate to the task;
· 1(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
· 1(B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices;
· 2(A) demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;
· 4(A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software;


Spreadsheet: Students create and edit spreadsheets, including formulas, charts, formatting and labels.
Examples: Periodic Table Project, Vernier Probe data output to spreadsheet, Tracking and Graphing TAKS data, Average Kid Lesson, Pictographs
· 7(B) create and edit spreadsheet documents using all data types, formulas and functions, and chart information;
· 10(C) create a variety of spreadsheet layouts containing descriptive labels and page settings;
· 10(E) match the chart style to the data when creating and labeling charts.

Technical Writer’s Guide: Students will create a how-to guide/product.
Examples: Photostory, MovieMaker, Podcast, Screen Captures (Screentoaster.com), Instructional Word or PowerPoint with graphics.
· 7(I) use technical writing strategies to create products such as a technical instruction guide; and

Simulations: Students participate in an online/virtual simulation.
Examples: Alien Rescue (6th grade science), Geometers Sketchpad (8th math) , SimCalc Math Worlds (7th grade math), Frog dissection (7th grade science), Scion Image (7th and 8th science), Google SketchUp (ELL, tech ed)
· 7(H) use interactive virtual environments, appropriate to level, such as virtual reality or simulations;
· 7(J) use foundation and enrichment curricula in the creation of products.

Self-Evaluation: Students track progress electronically and/or reflect on learning.
Examples: Art portfolios published with MovieMaker or PhotoStory, HAC, Tracking and Graphing TAKS data, student portfolios.
· 9(A) design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product; and
· 12(A) design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools;
· 12(B) determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics;
· 12(C) select representative products to be collected and stored in an electronic evaluation tool; and
· 12(D) evaluate the product for relevance to the assignment or task.

Research: Students will model good digital citizenship while using online resources for research.
Skills: Search strategies, keywords, Boolean search
Examples: research papers and projects, multimedia projects, collaborative projects, web quests, web 2.0 projects
· 3(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
· 4(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
· 5(B) demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs; and
· 6(A) determine and employ methods to evaluate the electronic information for accuracy and validity;
· 6(C) demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information.
· 9(B) resolve information conflicts and validate information through research and comparison of data.

Multi-Media: Students publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, audio and video files.
Skills include: adhering to AUP (copyright and Creative Commons), creating images, resizing images, converting files, inserting pictures, graphs, charts and audio files.
Examples: PowerPoint, Photostory, Audacity (Podcasting), MovieMaker, broadcasting (Adobe Visual Communicator), Microsoft Producer, all grade levels and all subject areas.

· 2(D) develop strategies for capturing digital files while conserving memory and retaining image quality.
· 3(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
· 5(A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files;
· 7(D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
· 7(G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge;
· 8(D) use technology in self-directed activities by sharing products for defined audiences; and
· 11(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
· 11(B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics;
· 7(F) differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications;

Foundations: These are knowledge and skills that should be included in the background of every lesson that includes technology.
· 1(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
· 1(B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices;
· 1(C) demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency;
· 1(E) use technology terminology appropriate to the task;
· 1(F) perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents;
· 2(A) demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;
· 3(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;
· 3(C) describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy;
· 3(E) demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages.
· 4(A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software;
· 5(C) use on-line help and other documentation.
· 8(E) integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.
· 10(A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
· 10(D) demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate;
· 2(B) demonstrate keyboarding proficiency in technique and posture while building speed;
· 2(C) use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks;
· 3(D) identify the impact of technology applications on society through research, interviews, and personal observation; and
· 3(E) demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages.


Desktop Publishing: Students will use appropriate layouts and formatting to develop print media.
Examples: Print media includes but is not limited to brochures, bookmarks, fliers, advertisements, programs, posters, postcards, letters, magazine covers, newsletters, baseball cards, flashcards, etc.
· 7(A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings;
· 7(E) create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats;
· 7(G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge;
· 11(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;

Databases: The students will create databases in Excel to analyze, filter, and sort information.
Examples: Excel, online databases, advanced searches, iBistro
· 7(C) plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting;
· 10(B) demonstrate the use of a variety of layouts in a database to communicate information appropriately including horizontal and vertical layouts;
· 5(B) demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs; and


Career: The students participate in real world activities using technology.
Examples: Service learning projects, robotics, COIN, pre-engineering program (Gateway), career days/fairs, New Directions, BCIS
· 3(D) identify the impact of technology applications on society through research, interviews, and personal observation; and
· 3(E) demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages.