Information+and+Communication+Technology+Standards

=Eighth Grade Nature, Concepts and Systems=

(systems thinking, interactions, and design)

 * Grade Standards, Supporting Skills, and Examples

Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology** Level** || **Standard, Supporting Skills, and Examples** || • Understand the roles of inventors and entrepreneurs • Example - handheld multimedia devices • Example - the development of the transistor • Example - graphing calculator || process, output, and feedback.** Level** || **Standard, Supporting Skills, and Examples** || • Subsystem to subsystem Example: Systems of the body • Individual system to individual system Example: Effect of human action on the environment Example: 8.SI.2.1 || in different fields of study and how they apply to communities**. Level** || **Standard, Supporting Skills, and Examples** || Example: Understand complex technical information. Example: Make a booklet of five technical skills required for a selected career. || process in problem solving**. Level** || **Standard, Supporting Skills, and Examples** || Example: Analyze aspects of the manufacturing/scientific process through teacher provided case studies. || =**Eighth Grade Nature, Concepts and Systems**= Performance Descriptors** • Determine the effect of one system on another system and its positive or negative effect. • Map personal educational choices required to pursue a chosen career path • Evaluate the effectiveness of using the design process in problem solving activities. || communication technologies • Diagram the relationship of a subsystem to a subsystem • Diagram the relationship of a system to a system. • Evaluate technology education skills required to pursue a chosen career path • Integrate the design process in problem solving activities. || • Give examples of how systems affect each other. • List the technology skills required to pursue a chosen career path. • Give examples where the design process has been used in problem solving activities. || =**Eighth Grade Social Interactions**=
 * **Bloom’s Taxonomy
 * (**Evaluation**) || 8.NC.1.1 Evaluate the innovations contributed by individuals and institutions related to the development and design of technology.
 * Indicator 2: Students analyze the parts of a technological system in terms of input,
 * **Bloom’s Taxonomy
 * (**Analysis**) || 8.NC.2.1 Compare the effect one system has on another system
 * I****ndicator 3: Students analyze the relationships and the connections between technologies
 * **Bloom’s Taxonomy
 * (**Evaluation**) || 8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path.
 * Indicator 4: Students understand the purpose and demonstrate the use of the design
 * **Bloom’s Taxonomy
 * (**Synthesis**) || 8.NC.4.1 Defend the design process in problem-solving activities.
 * (systems thinking, interactions, and design)
 * **Advanced** || ===Eighth grade students performing at the advanced level:=== • Critique the contributions of individuals and institutions relating to future communication technologies.
 * **Proficient** || ===Eighth grade students performing at the proficient level:=== • Recognize the names and contributions of individuals andinstitutions important to the innovations of information and
 * **Basic** || ===Eighth grade students performing at the basic level:=== • Match individuals and institutions with accomplishments incommunication technologies.
 * Grade Standards, Supporting Skills, and Examples

Indicator 1: Students understand the safe, ethical, legal, and societal issues related to technology.** Level** || **Standard, Supporting Skills, and Examples** || Example: Identify levels of rights and permissions • Compare student to staff and school to school || Level** || **Standard, Supporting Skills, and Examples** || Example: Summarize the economic, social and political changes Example: Social Studies 6.W.1.7 • Reflect on personal experiences with loss of technology services and distinguish longer term or greater scale issues. ||
 * **Bloom’s Taxonomy
 * (**Analysis**) || 8.SI.1.1 Outline the components and purpose of school acceptable usepolicies.
 * Indicator 2: Students investigate the advantages and disadvantages of technology.**
 * **Bloom’s Taxonomy
 * (**Analysis**) || 8.SI.2.1 Predict the effects that may result from society’s increasing reliance on technology

=**Eighth Grade Social Interactions**= • Organize a presentation on the effects resulting from society’s increasing reliance on technology. || and compare it to a similar policy. • Distinguish the effects that may result from society’s increasing reliance on technology. || =**Eighth Grade Information and Communication Tools**=
 * Performance Descriptors**
 * **Advanced** || ===Eighth grade students performing at the advanced level:=== • Compare and contrast educational acceptable use policies withthose outside of a school setting.
 * **Proficient** || ===Eighth grade students performing at the proficient level:=== • Identify levels of rights and permissions on a network.• Outline the components and purpose of an acceptable use policy
 * **Basic** || ===Eighth grade students performing at the basic level:=== • Understands the basic concept of an acceptable use policy.• Identify effects of society’s increasing reliance on technology. ||
 * Grade Standards, Supporting Skills, and Examples

Indicator 1: Students recognize and demonstrate skills in operating technological systems.** Level** || **Standard, Supporting Skills, and Examples** || Example: Computer screen does not display through LCD projector. • Internal/external device failure • Virus and malware • Improper use of equipment ||
 * **Bloom’s Taxonomy
 * (**Synthesis**) || 8.CT.1.1 Categorize the causes of routine hardware or software problems.

promote creativity.** Level** || **Standard, Supporting Skills, and Examples** || Example: GIS for emergency services, transportation systems and design. || Example: WebCT, BlackBoard, Blogs, eboard, Web-based portals || Example: Create word processing document for course notes. » Demonstrate touch-type at 30 gwam with 2 or fewer errors per minute in a 3 minute time period. - Application || to specific tasks.** Level** || **Standard, Supporting Skills, and Examples** || Example: Students implement an online podcast or student newsletter to reach a varied audience. || =**Eighth Grade Information and Communication Tools**= • Independently utilize more than one application to complete a specific task. • Differentiate between available virtual learning environments to determine the most productive environment. • Demonstrate a rate of more than 30 gwam with 2 or fewer errors while using keyed technology in a learning environment. • Instruct others in using strategies to apply new technologies to task. (EX-Prepare a brochure of strategies to share with peers, teachers, and others.) || • Determine a secondary application that could be used to complete a specific task • Independently utilize virtual learning environments in a classroom setting. • Demonstrate a rate of at least 30 gwam with 2 or fewer errors while using keyed technology in a learning environment • Develop 3 strategies to apply new technologies to tasks. || to do so. • Use a virtual learning environment in a classroom setting if given specific directions. • Demonstrate a rate of at least 25 gwam with 2 or fewer errors while using a keyed technology in a learning environment. • Use a strategy to apply a new technology to a task || =**Eighth Grade Information and Communication Processes**=
 * Indicator 2: Students use technology to enhance learning, extend capability, and
 * **Bloom’s Taxonomy
 * (**Evaluation**) || 8.CT.2.1 Recommend applications that could be extended to other situations.
 * (**Comprehension**) || 8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting
 * (**Synthesis**) || 8.CT.2.3 Incorporate the use of keyed technology into any learning environment.
 * Indicator 3: Students evaluate and select information tools based on the appropriateness
 * **Bloom’s Taxonomy
 * (**Synthesis**) || 8.CT.3.1 Develop a repertoire of strategies to apply new technologies to tasks.
 * Performance Descriptors**
 * **Advanced** || ===Eighth grade students performing at the advanced level:=== • Apply corrective action to routine hardware and softwareproblems
 * **Proficient** || ===Eighth grade students performing at the proficient level:=== • Categorize a variety of common computer problems as eitherhardware or software related.
 * **Basic** || ===Eighth grade students performing at the basic level:=== • Construct a list of common computer problems.• Use a secondary application to complete a specific task if directed
 * Grade Standards, Supporting Skills, and Examples

Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators.** Level** || **Standard, Supporting Skills, and Examples** || Example: Choose between using a webcam and a closed-circuit studio. Example: Choosing between Instant messaging/texting or making a voice phone call. || Information Technologies.** Level** || **Standard, Supporting Skills, and Examples** || Example: Create a personal portfolio or online journal to track assignments, notes and other pertinent information. (Google Pages, Moodle and other collaborative environments). Example: Posting information or media to the web cannot be “recalled” or taken back. Once data is disseminated, it is available somewhere, somehow for all time. • Podcasts • Streaming video • Website || =**Eighth Grade Information and Communication Processes**= • Evaluate the content of, as well as the process used, when using communication tools such as email, chat, and blogs to send, receive, and post information for personal and educational use. || • Independently utilize communication tools such as email, chat, and blogs to send, receive, and post information for both personal and educational use. || and post information when directed by a teacher. || =**Eighth Grade Information Literacy and Decision Making**=
 * **Bloom’s Taxonomy
 * (**Evaluation**) || 8.CP.1.1 Evaluate a variety of communication tools for effective and efficient collaboration.
 * Indicator 2: Students exchange information and ideas for an identified purpose through
 * **Bloom’s Taxonomy
 * (**Synthesis**) || 8.CP.2.1 Integrate effective information technology to manage personal and education information.
 * Performance Descriptors**
 * **Advanced** || ===Eighth grade students performing at the advanced level:=== • Compare multiple current communication tools and how they maybe used in the future.
 * **Proficient** || ===Eighth grade students performing at the proficient level:=== • Compare three communication tools used to collaborate and evaluate the effectiveness of the process used.
 * **Basic** || ===Eighth grade students performing at the basic level:=== • Describe how one communication tool is used for collaboration.• Use communication tools such as email and chat to send, receive,
 * Grade Standards, Supporting Skills, and Examples

Indicator 1: Students use technology to locate and acquire information.** Level** || **Standard, Supporting Skills, and Examples** || Example: For any given assignment, provide details on search method/engine used, keywords and operators used. Example: Design a plan for conducting a search of electronic sources for a given task. || Level** || **Standard, Supporting Skills, and Examples** || Example: Create a rubric to compare online sources. Example: Analyze predetermined online sources for accuracy, relevance, comprehensiveness and bias. || =**Eighth Grade Information Literacy and Decision Making**= • Compare and contrast multiple online sources for accuracy, relevance, comprehensiveness and bias. || effective search. • Compare and contrast 2 online sources for accuracy, relevance, comprehensiveness and bias. || • Compare and contrast 2 online sources for accuracy and relevance. || =**NATURE, CONCEPTS AND SYSTEMS**= 6-8
 * **Bloom’s Taxonomy
 * (**Synthesis**) || 8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task.
 * Indicator 2: Students determine the reliability and relevancy of information.**
 * **Bloom’s Taxonomy
 * (**Analysis**) || 8.IL.2.1 Analyze predetermined online sources for accuracy, relevance, comprehensiveness, and bias.
 * Performance Descriptors**
 * **Advanced** || ===Eighth grade students performing at the advanced level:=== • Anticipate the outcome of a search using a variety of electronicresources to determine which resource would be most productive.
 * **Proficient** || ===Eighth grade students performing at the proficient level:=== • Design a plan for conducting a search for a given topic thatincludes which electronic resources to use and how to perform and
 * **Basic** || ===Eighth grade students performing at the basic level:=== • Conduct a search for a given topic using a variety of electronicresources.
 * (SYSTEMS THINKING, INTERACTIONS, AND DESIGN)

Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology.** process, output, and feedback.** technologies in different fields of study and how they apply to communities.** process in problem solving.** =SOCIAL INTERACTIONS=
 * ===Eighth Grade=== ||
 * 8.NC.1.1 Evaluate the innovations contributed by individuals and institutions related to technology to understand that role in the development and design of technology. (Evaluation) ||
 * Indicator 2: Students analyze the parts of a technological system in terms of input,
 * ** ===Eighth Grade=== ||
 * 8.NC.2.1 Compare the effect one system has on another system. (Analysis) ||
 * Indicator 3: Students analyze the relationships and the connections between
 * ** ===Eighth Grade=== ||
 * 8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path. (Evaluation) ||
 * Indicator 4: Students understand the purpose and demonstrate the use of the design
 * ===Eighth Grade=== ||
 * 8.NC.4.1 Validate the design process in problem solving activities. (Synthesis) ||

=6-8=

technology**. =INFORMATION AND COMMUNICATION TOOLS=
 * Indicator 1: Students understand the safe, ethical, legal, and societal issues related to
 * ===Eighth Grade=== ||
 * 8.SI.1.1 Outline the components and purpose of school acceptable use policies. (Analysis) ||
 * Indicator 2: Students investigate the advantages and disadvantages of technology.**
 * ===Eighth Grade=== ||
 * 8.SI.2.1 Distinguish the effects that may result from society’s increasing reliance on technology. (Analysis) ||

=6-8=

systems.** promote creativity.** (Evaluation) || (Synthesis) || to specific tasks.** =**INFORMATION AND COMMUNICATION PROCESSES**= =**6-8**=
 * Indicator 1: Students recognize and demonstrate skills in operating technological
 * ===Eighth Grade=== ||
 * 8.CT.1.1 Categorize the causes of routine hardware or software problems. (Synthesis) ||
 * Indicator 2: Students use technology to enhance learning, extend capability, and
 * ===Eighth Grade=== ||
 * 8.CT.2.1 Recommend applications that could be extended to other situations.
 * 8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting. (Comprehension) ||
 * 8.CT.2.3 Incorporate the use of keyed technology into any learning environment.
 * Indicator 3: Students evaluate and select information tools based on the appropriateness
 * ===Eighth Grade=== ||
 * 8.CT.3.1 Develop a repertoire of strategies to apply new technologies to tasks. (Synthesis) ||

communicate with a variety of collaborators.** collaboration. (Evaluation) || an identified purpose.** education information. (Synthesis) || =**INFORMATION LITERACY AND DECISION MAKING**= =**6-8**=
 * Indicator 1: Students understand the purpose of information technologies to
 * ===Eighth Grade=== ||
 * 8.CP.1.1 Evaluate a variety of communication tools for effective and efficient
 * 8.CP.1.2 Evaluate the process of communicating clearly to peers, teachers and others using collaborative technologies. (Evaluation) ||
 * Indicator 2: Students use a variety of technologies to exchange information and ideas for
 * ===Eighth Grade=== ||
 * 8.CP.2.1 Integrate effective information technology to managing personal and


 * Indicator 1: Students use technology to locate and acquire information.**
 * ===Eighth Grade=== ||
 * 8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task. (Synthesis) ||
 * Indicator 2: Students determine the reliability and relevancy of information.**
 * ===Eighth Grade=== ||
 * 8.IL.2.1 Compare and contrast online sources for accuracy, relevance, comprehensiveness and bias. (Evaluation) ||