Current Curriculum Status and Technology Initiatives
In assessing city technology initiatives we are aligning ourselves with and always keeping in mind the Common Core of Learning and Curriculum frameworks every step of the way. As a guide in assessing our status we plan on linking with the Science and Technology Frameworks to understand the real world. Science and technology are closely linked; both are practices based on inquiry. Science is an attempt to understand the natural world; technology is an attempt to create solutions to human problems. In asking such questions How does this work? How can this be done? and How can this be done better?, we set the stage for students to engage in problem solving strategies designing, building, and testing solutions to real-world problems.
We are always remembering the questions educators ask:
- What are the broad goals of public education?
- What are the specific curriculum areas to be learned?
- How can we accurately measure student progress toward achieving these goals and mastering the curriculum?
Chicopee Public Schools Technology Curriculum
The Chicopee Public Schools is providing access for all students to participate in technology programs in grades K-12. We are using computer labs, libraries, and classrooms in each school as the main access points. We are providing opportunities for students to progress at his/her own level. The process of updating hardware and software in our schools will be on going trying (in this ever changing field) to attain technology awareness.
PROFILES FOR
TECHNOLOGY-LITERATE STUDENTS
Grades PK-2
By the completion of Grade 2 students will:
1. Be able to use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, DVDs, audiotapes, and other technologies which may help them in their literacy and numeracy ability. (1)
2. Be able to use a variety of media and technology resources for directed and independent learning activities. (1, 3)
3. Be able to communicate about technology using developmentally appropriate and accurate terminology. (1)
4. Be able to use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
5. Be able to work cooperatively and collaboratively with peers, family members, and others when using technology in a learning environment. (2)
6. Be able to demonstrate positive social and ethical behaviors when using technology. (2)
7. Be able to practice responsible use of technology systems and software. (2)
8. Be able to create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
9. Be able to gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)
By the completion of Grade 5 students will:
1. Be able to use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
2. Be able to discuss common uses of technology in daily life and the advantages and disadvantages of those uses based upon their developmental ability. (1, 2)
3. Be able to discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
4. Be able to use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
5. Be able to use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests related to school curricula. (4)
6. Be able to use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
7. Be able to use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
8. Be able to use technology resources (e.g., calculators, date collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities suitable for their age. (5, 6)
9. Be able to determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
10. Be able to evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information services to the degree that is appropriate for his/her age group.
By completion of Grade 8 students will:
1. Be able to become proficient with keyboarding skills.
2. Be able to apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)
3. Be able to demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society appropriate to their age and experience. (2)
4. Be able to exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)
5. Be able to use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
6. Be able to use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
7. Be able to apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum for producing written essays, math problems and presentations. (i.e. Microsoft Office). (3, 6)
8. Be able to design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
9. Be able to collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)
10. Be able to select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
11. Be able to demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving to the degree suitable for his/her age. (1, 6)
12. Be able to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
By completion of Grade 12 students will:
1. Be able to identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)
2. Be able to make informed choices among technology systems, resources, and services. (1, 2)
3. Be able to analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)
4. Be able to demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)
5. Be able to use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
6. Be able to evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)
7. Be able to routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity in all curricula areas. (4, 5, 6)
8. Be able to select and apply technology tools for research, information analysis, problem solving, and decision-making in content learning. (4, 5)
9. Be able to investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)
10. Be able to collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)
The technology standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators found within the Profiles for Technology-Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills. These standards will be adapted in individual classes by all of the instructional staff.
1.
Basic operations and concepts:
Students demonstrate a sound understanding of the nature and operation of
technology systems.
Students are proficient in the use of technology.
2.
Social, ethical, and human issues:
Students understand the ethical, cultural, and societal issues related to
technology.
Students practice responsible use of technology systems, information, and
software.
Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
3.
Technology productivity tools:
Students use technology tools to enhance learning, increase productivity, and
promote creativity.
Students use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and producing other creative
works.
4.
Technology communications tools:
Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
5.
Technology research tools:
Students use technology to locate, evaluate, and collect information from a
variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks.
6.
Technology problem-solving and decision-making tools:
Students use technology resources for solving problems and making informed
decisions.
Students employ technology in the development of strategies for solving problems
in the real world.
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