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surfing computerTechnology Standard Course of Study
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"Teach the Tool - Use the Tool to Teach"

computer Information and Technology Skills Essential Standards

The New Essential Standards are written using the Revised Bloom's Taxonomy which categorizes both the cognitive process and the knowledge dimension of the standard.

Students have access to a variety of resource to master the following skills:

North Carolina K-5 Information and Technology Essential Standards curriculum by grade level.

 Kindergarten

  • Classify useful sources of information.
    • Identify sources of information (e.g., print, non-print, electronic, people).
    • Identify the relevant sources of information for a given task.
  • Understand the difference between text read for enjoyment and text read for information.
    • Understand the meaning of fiction and nonfiction.
    • Identify resources with appropriate factual information.
  • Use technology tools and skills to reinforce classroom concepts and activities.
    • Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
    • Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
    • Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
  • Understand the importance of good questions in conducting research.
    • Identify questions that are relevant for a given topic or purpose.
  • Remember safety and ethical issues related to the responsible use of information and technology resources.
    • Identify examples of responsible use and care of technology hardware and software.
    • Remember internet safety rules.
    • Recognize the importance of respect for the work of others.

Grade 1

  • Recall useful sources of information.
    • Identify various resources for information (e. g., print, audiovisual, electronic, people).
    • Classify resources as relevant for a given purpose and/or topic.
  • Understand the difference between text read for enjoyment and text read for information.
    • Classify text as nonfiction or fiction.
    • Compare important facts and minor details.
  • Use technology tools and skills to reinforce classroom concepts and activities.
    • Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
    • Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
    • Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
  • Remember the steps of a simple (or simplified) research process.
    • Recognize the steps of a simple (or simplified) research process.
  • Understand safety and ethical issues related to the responsible use of information and technology resources.
    • Use technology hardware and software responsibly.
    • Explain why safety is important when using the Internet.
    • Recognize the need to obtain permission or give credit when using intellectual property of others.

Grade 2

  • Categorize sources of information as appropriate or inappropriate.
    • Classify sources of information as relevant for particular topics or purposes.
    • Classify resources as current or not current.
  • Understand appropriate procedures when reading for enjoyment and information.
    • Categorize books by their genre characteristics.
    • Summarize appropriate reading strategies when reading for information.
  • Use technology tools and skills to reinforce classroom concepts and activities.
    • Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
    • Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
    • Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
  • Apply the research process by participating in whole-class research.
    • Execute the steps of a simple research process (three to four steps).
  • Understand issues related to the safe, ethical, and responsible use of information and technology resources.
    • Use technology hardware and software responsibly.
    • Explain why safe use of electronic resources is important.
    • Use simple citation rules for print and electronic resources.

Grade 3

  • Categorize sources of information for specific purposes.
    • Classify various types of resources as appropriate or inappropriate for purposes.
    • Classify resources as reliable or not reliable.
  • Apply strategies that are appropriate when reading for enjoyment and for information.
    • Use visual and literacy cues to locate relevant information in a given text (e.g., bold print, italics, bullets, etc).
    • Compare the characteristics of genres to develop diverse reading habits.
  • Use technology tools and skills to reinforce classroom concepts and activities.
    • Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
    • Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
    • Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
  • Apply a research process as part of collaborative research.
    • Implement a research process by collaborating effectively with other students.
  • Understand issues related to the safe, ethical, and responsible use of information and technology resources.
    • Understand the guidelines for responsible use of technology hardware.
    • Understand ethical behavior (copyright, not plagiarizing, netiquette) when using resources.
    • Understand internet safety precautions (personal information, passwords, etc.).

Grade 4

  • Apply criteria to determine appropriate information resources for specific topics and purposes.
    • Use various types of resources to gather information (including print and online media).
    • Use relevant sources of information for an assigned task.
    • Use reliable sources of information.
  • Apply appropriate strategies when reading for enjoyment and for information.
    • Implement appropriate reading strategies when reading for information.
    • Explain the importance of relevant characteristics in various genres.
  • Use technology tools and skills to reinforce classroom concepts and activities.
    • Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
    • Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
    • Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
  • Apply a research process as part of collaborative research.
    • Implement a research process by collaborating effectively with other students.
  • Understand issues related to the safe, ethical, and responsible use of information and technology resources.
    • Understand the guidelines for responsible use of technology hardware.
    • Understand ethical behavior (copyright, not plagiarizing, netiquette) when using resources.
    • Understand internet safety precautions (personal information, passwords, etc.).

Grade 5

  • Apply criteria to determine appropriate information resources for specific topics and purposes.
    • Use various types of resources to gather information (including print and online media).
    • Use relevant sources of information for an assigned task.
    • Use reliable sources of information.
  • Analyze appropriate strategies when reading for enjoyment and for information.
    • Differentiate strategies when reading informational text in a variety of formats (e.g., print, online, audio, etc.) to complete assigned tasks.
    • Differentiate strategies when reading various genres.
  • Use technology tools and skills to reinforce and extend classroom concepts and activities.
    • Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
    • Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
    • Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.).
  • Apply a research process as part of collaborative research.
    • Implement a research process by collaborating effectively with other students.
  • Understand issues related to the safe, ethical, and responsible use of information and technology resources.
    • Understand the guidelines for responsible use of technology hardware.
    • Understand ethical behavior (e.g., copyright, not plagiarizing, netiquette) when using resources.
    • Understand internet safety precautions (e.g., personal information, passwords, etc.).

Source: http://www.ncpublicschools.org/docs/acre/standards/new-standards/info-technology/gradek.pdf.

For more information about Common Core State and NC Essential Standards, visit http://www.ncpublicschools.org/acre/standards/

The strength of technology is that it provides an excellent platform where students can collect information in multiple formats and then organize, link, and discover relationships among facts and events. An array of tools for acquiring information and for thinking and expression allows more students more ways to enter the learning enterprise successfully and to live productive lives in the global, digital, and information-based future they all face.

Statham, Dawn S. , and Torell, Clark R. Computers in the Classroom: The Impact of Technology on Student Learning, Boise State University College of Education. p.10

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appleTips for Parents...

Parents can help their children have a positive attitude toward computers and enjoy the computer skills they are learning at school.

All Parents Can:

  • Discuss and model appropriate and ethical behavior while using computers.
  • Tell children about the ways computer skills are used in their jobs or in their workplace.
  • Help children understand that computer skills are important tools for success now and in the future.
  • Encourage an emphasis on the use of computers with classroom assignments and projects.
  • Use current events to show how computers play a role in day-to-day life. Discuss how space exploration, detective work, medical breakthroughs, new car design, favorite movies, genetic research, ocean exploration, and more are helped by computers.
  • Discuss how learning continues throughout life, and that having computer skills will open up an even wider world of information, wonder and possibilities.
  • Visit the school to see first-hand the ways that computers are incorporated in day-to-day classroom activities.

If You Do Not Use a Computer:

  • Encourage discussion when your child mentions what he or she is learning to do with computers at school. Ask the child to share with you what he or she is learning.
  • Let your child demonstrate their keyboarding skills for you, either on a computer or on a typewriter.
  • If you have a typewriter, allow your youngster to use it to practice keyboarding skills, which are an important part of computer use.
  • Consider taking a basic computer course at a community college or computer training company. It will probably be fun, it could give you one more skill that can be used in your work, and it will show your child that you believe computers are important.

If You Do Use a Computer:

  • Discuss with your child how you learned to use a computer, and the role computers play at your job.
  • If you have a home computer, encourage your child to use it; consider buying software applications appropriate for your child.
  • Model appropriate skills and behaviors when using online resources.
  • Be familiar with your school system's Acceptable Use Policy and encourage your child to follow these guidelines.
  • Establish guidelines for using online resources at home.
  • Bookmark specific websites that you consider appropriate for your child.
  • If you are a whiz on the computer, give your child an opportunity to demonstrate skills they are learning. Focus on what they know, rather than what they do not know.
  • Encourage younger children in the family to feel comfortable with computers.
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