6-8TechLessons

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.