EDUCATIONAL TECHNOLOGY

GUAM DEPARTMENT OF EDUCATION

REVISED STANDARDS FOR
EDUCATIONAL TECHNOLOGY
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The Content Standards for the Guam Department of Education (GDOE) describe the expectations for student learning and
achievement in g r a d e s K 12 in mathematics, language arts, science, social studies, world languages, physical education,
education technology, fine arts, and health education.

These standards set challenging and rigorous expectations at each grade level. These expectations were arrived at through a review
of national standards, exemplary standards from other states, and input from teacher leaders in Guam. In addition, they provide more
clarity to support all students in developing skills; deepening their understanding of concepts and processes; and utilizing their
problem-solving, reasoning, and communications ab ili ties . For students to develop this deeper level of understanding, their
knowledge must be connected not only to a variety of ideas and skills across topic areas and grade levels in each content area, but
also to other subjects taught in school and to situations outside the classroom.

Our world is changing rapidly. In order for our students to compete in a global economy, to make informed decisions about their lives,
and to contribute to their families and their communities, they need the knowledge and skills for a 21st century workplace. The
standards provide opportunities for students to develop skills in problem solving, inquiry, technology, teamwork, and creativity.

The revised content standards are the first step in improving learning for all students in the GDOE. The standards will strongly
support teachers as they prepare our students for graduation, college, and the workforce. Teachers will use the standards to design
instruction and to make instructional decisions regarding content and pedagogy. The standards serve as g u i d e s for curriculum
development, including course syllabi and pacing guides, as well as for formative and summative assessment.

Standards Statements broadly describe the knowledge and skills we expect our students to have at the end of their schooling.
These statements define our expectations for what is important for students to learn, serve as guides for curriculum and instruction,
and are the basis for all assessment.

Performance Indicators describe what students should know and be able to do (related to each standard) at the end of a grade
level or at the end of a course. These statements describe progress toward meeting standards in a c o h e r e n t progression from
kindergarten through grade 12.

Examples accompany many of the performance indicators. These provide a context and fuller understanding of the expectation.

Additionally, some content standards may feature two organizing descriptors:

Strands are overarching organizers for standards. They are typically one or two words in length.
Topics or Themes are unifying descriptors for performance indicators.
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Identifying Performance Indicators

Each performance indicator is identified by a code, such as 1.2.3 or ALG.4.2. The first number is the grade level or course, the
second the standard, and the third the performance indicator under that standard.

1.2.3 1ALG.4.2

Grade 1 Performance Indicator 3 Algebra I Performance Indicator 2

Standard 2 Standard 4
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Table of
Contents

I. Introduction ............................................................................................................................................................ 5

II. Standards for Educational Technology ................................................................................................................ 9

Standard 1: Creativity and Innovation ............................................................................................................... 9

Standard 2: Communication and Collaboration............................................................................................... 13

Standard 3: Research for Problem Solving and Decision Making ................................................................... 16

Standard 4: Digital Citizenship......................................................................................................................... 21

Standard 5: Technology Operations and Concepts ......................................................................................... 24

III. By Grade Level ..................................................................................................................................................... 28

Grade K ........................................................................................................................................................... 28

Grade 1 ........................................................................................................................................................... 30

Grade 2 ........................................................................................................................................................... 32

Grade 3 ........................................................................................................................................................... 34

Grade 4 ........................................................................................................................................................... 37

Grade 5 ........................................................................................................................................................... 39

Grades 68...................................................................................................................................................... 42

Grades 912.................................................................................................................................................... 45
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Guam Department of Education K12 Educational Technology Standards for Students (GDOE K12 ETSxS)

Introduction

The Guam Department of Education K12 Educational Technology Standards for Students (GDOE K12 ETSxS) is a framework
that proposes the knowledge and skills that all K12 students require in order to learn effectively and productively in our emerging
global society and increasingly digital world.

Background
The rapid advancements in technology impact every facet o f our lives, including shifts in w hat students need to master in order
to meet the challenges of learning and living productively. Daniel H . Pink (2006), in A Whole New Mind, points out that Weve
progressed from a society of farmers to a society of factory workers t o a society of knowledge workers. And now were
progressing yet againto a society of creators and empathizers, of pattern recognizers and meaning makers.

This concept has implications for G DOE as they transition schools into learning places conducive t o st udent learning,
collaboration, innovation, and creativeness.

Although the existing G DOE Computer Science Standards, developed in 2000, reflect the skills and knowledge necessary for
students to succeed in the technology intensive environment that was emerging in the late 1900s and early 2000s, the focus of
those standards is limited to learning about the technologies themselves. Recognizing the shift in focus from learning about
the technologies to a need f or students to use technologies meaningfully to support digital-age learning goals, the G DOE
launched its Gateway to Success Technology Master Plan in June 2008. The Master Plan outlines a comprehensive approach to
improve student academic achievement through the use of technology in elementary and secondary schools. The District
Action Plan that is referenced in the Master Plan defines a review process that includes a revision and adoption of K12
educational technology content standards and performance indicators to align with emerging learning practices in education
and the National Educational Technology Standards for Students. The revised Educational Technology Standards for Students
reflect t he directions of the Action Plan.
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Purpose
The proposed educational technology standards, revised in 2009, maintain the value of understanding operating systems and
technologies, however, they also reflect a dramatic shift toward providing opportunities for students to select and use the
technologies in integrated ways to solve problems, complete projects, and creatively and effectively express themselves in a
society that Pink describes as global, dynamic, and digital. These opportunities engage students to interweave educational
technology skills and relevant curricular content to do the following:

Demonstrate creativity and innovation

Communicate and collaborate
Practice digital citizenship
Use technology effectively and productively

The International Society for Technology in Education (ISTE) developed a set of revised standards in 2007, the National
Educational Technology Standards for Students (NETSxS). The N ETSS served as a foundation for t he development teams
revision process. The Washington State Educational Technology Standards, an exemplary model for operationalizing the NETSxS
standards, provided a valuable comparative reference.

Two goals guided the development work that resulted in the revised GDOE K12 Educational Technology Standards for Students:
1. Determine what students should know and be able to do to meet the challenges of learning and living in a digital society.
2. Provide opportunities for technology use to occur as an integral part of learning across all skills and subject areas.

Essential Conditions for Effective Implementation

The Guam Department o f Education K12 Educational Technology Standards for Students are intended to be interwoven with
the foundational s kills and core under standings embodied i n all content area standards in enriched learning environments t hat
provide opportunities to meet diverse instructional and learning needs.

Essential systemic conditions that opt imize t he likelihood t hat technology integration will impact teaching and l earning are based
on the following:
The belief that technology use should not occur in isolation, but as an integral part of learning across all skills and
subject areas, as well as the integration of multiple digital tools.
Every child has regular access to a high speed Internet connection, functional computers, and digital tools for learning.
Dynamic professional development t o effectively operationalize t he G DOE K12 Educational Technology Standards for
Students, including opportunities to:
o Develop an integration framework for a systemic approach to the application of the technology in teaching
and learning.
o Promote collaborative sharing of ideas on integration strategies.
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o Define each grade levels performance tasks and map performance indicators to specific subject areas.
o Develop competency with educational technologies to facilitate student development of process and product-based
outcomes.

Standards

The five st andards and performance indicators represent current best practices in st udent t echnology use and Digital-Age
Learning skills. Each standard includes topics that serve as unifying descriptors for the performance indicators. Due t o the fast
pace of technological advancements, the performance indicators reflect core skills and knowledge of technology application that
provide foundations, rather than prescriptions, for their use in teaching and learning.

Standard 1: Creativity and Innovation

Students demonstrate creative thinking to develop innovative products using appropriate digital tools and resources.

Topics: Design and Create Original Works As a Means of Personal or Group Expression.
Explore Systems, Identify Trends, and Forecast Possibilities.

Standard 2: Communication and Collaboration

Students use digital media and resources to communicate and work collaboratively, including at a distance, t o support
individual learning and contribute to the learning of others.

Topics: Communicate and Collaborate To Learn With Others.

Develop Cultural Understanding and Global Awareness by Engaging With Learners of Many Cultures.

Standard 3: Research for Problem Solving and Decision Making

Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital
tools and resources.
.
Topics: Identify and Define Problems, Issues, or Questions for Investigation and Plan Strategies To Guide Inquiry.
Locate and Organize Information from a Variety of Resources and Media.
Process Data (Analyze and Synthesize) To Develop Solutions, Make Informed Decisions, or Report Results.
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Standard 4: Digital Citizenship

Students demonstrate safe, legal, and ethical behavior when using technology to communicate or create a
product.

Topics: Practice Personal Safety.

Demonstrate Ethical and Appropriate Use of Information and Technology.

Standard 5: Technology Operations and Concepts

Students demonstrate and apply an understanding of technological concepts, systems, and
operations.

Topics: Understand the Operation of Technological Concepts and Systems, Including the Application of Basic
Troubleshooting Skills.
Demonstrate Proficient Use of Applications and Productivity Tools.

Organization
The GDOE K12 Educational Technology Standards for Students are written with performance indicators for each grade level for
Kindergarten through Grade 5. In grades 68 and 912, the standards and performance indicators are developed by grade spans
as the application of technologies are integrated in a variety of coursework throughout the span of grades.

Acknowledgements
This revision of the GDOE Educational Technology Standards for Students was completed i n September 2009 with t he help o f
a team of GDOE teachers.
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Standard 1 EDUCATIONAL TECHNOLOGY

Standard 1: Creativity and Innovation
Students demonstrate creative thinking to develop innovative products using appropriate digital tools and resources.
PERFORMANCE INDICATORS
KINDERGARTEN
Use digital media and resources (e.g., drawing tools, digital camera) to capture images and illustrate ideas for class
K.1.1
stories and content-related topics (with teacher assistance).

Use teacher-selected interactive resources (e.g., interactive online sites, content-related CDs/DVDs) to practice
K.1.2
content skills (e.g., math, reading, vocabulary) and explore new concepts.
GRADE ONE
Capture digital images and, with assistance, add the images into a graphic organizing program (e.g., Photo
1.1.1
Organizer, Story Maker) to enhance digital stories or content-related concepts for sharing.
Use curriculum-specific simulations to practice critical thinking processes (e.g., comparing and contrasting,
1.1.2
sequencing, categorizing information).
Predict patterns (e.g., weather, growth, cycles) based on graphs created from a grade-appropriate spreadsheet
1.1.3
template.
GRADE TWO
Illustrate and communicate original ideas and stories using digital tools and resources (e.g., template of a
2.1.1
presentation program using text, images, and illustrations).
Use online or CD-ROM-based simulations and graphic organizers to explore (e.g., classify, test a hypothesis,
2.1.2
recognize attributes, find examples and non-examples) and learn concepts.
Collect and graph data related to grade-specific content in a graphing template, then interpret patterns, predict
2.1.3
outcomes, and share results.
GRADE THREE
3.1.1 Compile exemplary samples of ones work in a teacher-created electronic portfolio.

3.1.2 Use presentation and/or word processing software to present original stories or information on a topic.
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Standard 1 EDUCATIONAL TECHNOLOGY

Standard 1: Creativity and Innovation
Students demonstrate creative thinking to develop innovative products using appropriate digital tools and resources.
PERFORMANCE INDICATORS
GRADE THREE
As a class, identify trends in information (e.g., weather patterns, growth patterns, math patterns, probability)
3.1.3
displayed in a graphing software.
Practice skills, explore new concepts, and recognize patterns using online or CD-ROM-based interactive resources and
3.1.4
educational games.
GRADE FOUR
4.1.1 Compile and present exemplary samples of ones work in an electronic portfolio.

4.1.2 Use word processing and/or presentation software to publish and/or present original stories.
Demonstrate the use of tables and graphs (e.g., Venn diagram, timeline, maps, pie charts) using visual
4.1.3
representation software to organize, analyze, and compare information.
Use online models and simulations (e.g., online math manipulative(s), science and social studies simulations)
4.1.4
to conceptualize abstract content information.

GRADE FIVE
5.1.1 Compile and present exemplary samples of ones work in an electronic portfolio.
Demonstrate appropriate use of online hosting websites (e.g., shared writing, storytelling, problem solving sites) to apply
5.1.2
skills, vocabulary, and concepts from content areas.
Use visual representation software to organize, analyze, and compare individually-researched information (e.g.,
5.1.3
graphs, Venn diagrams, timelines, maps, pie charts).
Use online simulations, games, and interactive sites to visualize content-related concepts (e.g., fractions,
5.1.4
adaptation and cycles).
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Standard 1 EDUCATIONAL TECHNOLOGY

Standard 1: Creativity and Innovation
Students demonstrate creative thinking to develop innovative products using appropriate digital tools and resources.
PERFORMANCE INDICATORS
GRADES 68
68.1.1 Compile and present exemplary samples of ones work in an electronic portfolio.

Produce a product for personal or group expression (e.g., slide show of a culminating product, collaborative
68.1.2
website, forum, video documentary) using a combination of text, images, sound, music, and/or video.

Identify a content-related issue, develop a systematic plan of investigation, and present innovative sustainable
68.1.3
solutions using online tools and resources.
Illustrate a content-related concept, process, or relationship with graphic elements (e.g., graphs, charts, maps, digital
68.1.4
models, simulations) using graphing or concept-mapping software.

GRADES 912
Produce original media products that incorporate different content areas using a combination of text, images, sound,
912.1.1
music, or video for personal or group expression and inclusion in portfolios.
Analyze survey data, report information, and display the data in a variety of ways (e.g., tables, graphs) to support
912.1.2
conclusions.
Identify patterns and correlations of data to build understanding and recognize relationships between elements
912.1.3
(e.g., chemical reactions, global issues).

Determine and explore cause and effect relationships using virtual simulations in different contexts (e.g., global
912.1.4
warming, science and geographic phenomena, conflict among nations).
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Standard 2 EDUCATIONAL TECHNOLOGY

Standard 2: Communication and Collaboration
Students use digital media and resources to communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
PERFORMANCE INDICATORS
KINDERGARTEN
Work with others to illustrate and communicate content-based concepts for inclusion in collective class stories or reports
K.2.1
developed with graphics and writing applications.

K.2.2 Work with a partner to explore teacher-selected software programs that reinforce and enrich content topics.

K.2.3 Learn about other cultures using digital images, stories, and Web information (with teacher assistance).
GRADE ONE
Select digital content (e.g., graphics, text, sound) with a partner for contribution to a class-developed multimedia report
1.2.1
on a subject.

1.2.2 Learn about other cultures using digital images, stories, and Web information.
GRADE TWO
Work collaboratively with others to convey ideas or illustrate content concepts with digital tools and resources (e.g.,
2.2.1
complete a slide show of a story, poem, or summary).

Organize digital information on a class topic (e.g., complete database profiles of characters, events, or books read)
2.2.2
and share it on a school website.

Compare and contrast places of origin of families in the class using a global map. Post a class photo journal
2.2.3
created with a presentation template.
GRADE THREE
Participate in and contribute to content-based online projects in small groups (e.g., complete teacher-created or
3.2.1
Web-based webquests, virtual tours, and online games).
Post content information (e.g., reading lists, social studies or science topics in spreadsheet or database forms) to a
3.2.2
classroom website.
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Standard 2 EDUCATIONAL TECHNOLOGY

Standard 2: Communication and Collaboration
Students use digital media and resources to communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
PERFORMANCE INDICATORS
GRADE THREE
Articulate the similarities and differences of cultures using appropriate technological tools (e.g., graphic organizer,
3.2.3
publishing software, tables).
GRADE FOUR
Use digital communication tools (e.g., email, forums) to compare information or common content topics with others (e.g.,
4.2.1 post Web instructions to solve math problems of the week, share information topics, provide feedback on an issue related
to a curriculum inquiry).

Compare and contrast characteristics of cultures using information from appropriate websites (e.g., virtual tours, web
4.2.2
quests, databases).
GRADE FIVE
Participate in online collaborative projects with students in other schools on common curriculum-related content (e.g.,
5.2.1 solve a problem; create a product by building collective wikis, web quests, book reviews; debate community issues).

5.2.2 Create and maintain a classroom website.

Connect with international students on the World Wide Web through email, blogs, or collaborative sites to
5.2.3
investigate content-related topics or a global issue.
GRADES 68
Use technology tools (e.g., email, blogs, portable document format) to exchange ideas and content with individuals
68.2.1 or groups outside of the school community.

In a collaborative group, use a variety of technologies to design and publish digital products (e.g., newspaper, slide
68.2.2 show, or video on content-related topics) to effectively communicate curriculum concepts to audiences.
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Standard 2 EDUCATIONAL TECHNOLOGY

Standard 2: Communication and Collaboration
Students use digital media and resources to communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
PERFORMANCE INDICATORS
GRADES 68
Use collaborative electronic authoring tools (e.g., conferencing software, wikis) with other students to present
68.2.3 curriculum content reflecting multicultural perspectives.

GRADES 912

Interact and collaborate with others using a variety of digital communication tools (e.g., peer review and editing,
912.2.1
debate, joint data collection) to support individual learning and contribute to the learning of others.
Communicate information and ideas effectively to multiple audiences using a variety of digital media and formats
912.2.2
(e.g., email, blogs, webpages).
912.2.3 Gain cultural perspectives on content-related issues or topics by participating in global online projects.
Participate in an online community through discussion boards or video or Web conferences to understand or solve a local
912.2.4
or global issue.
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Standard 3 EDUCATIONAL TECHNOLOGY

Standard 3: Research for Problem Solving and Decision Making
Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
PERFORMANCE INDICATORS
KINDERGARTEN
Use digital media (e.g., visit the Web, watch an educational video, CD-ROM) to identify a topic and formulate
K.3.1
questions for an investigation as a class.

Use a digital storyboard template as a class to organize an investigation, determine the appropriate resources, and locate
K.3.2
information about a topic.
Use a variety of digital resources (e.g., selected websites, DVDs, videos) as a class to obtain information about a
K.3.3
specific topic.
Use a graphic or text document (e.g., teacher-made table, template) as a class to input and organize key words from
K.3.4
information sources.

K.3.5 Use a teacher-designed presentation template to deliver a class report on a topic.

GRADE ONE
Use digital media (e.g., visit the Web, watch an educational video, engage in simulations) as a class to build
1.3.1
content background and record research questions on a topic.

1.3.2 Identify which digital tools and resources can be used to gather information about a topic of interest.

Identify relevant information from teacher-selected digital resources (e.g., developmentally appropriate resource
1.3.3
databases, DVDs, videos, electronic references) in small groups.

Use productivity software (e.g., developmentally appropriate databases, spreadsheets, word processor templates)
1.3.4
to record and organize information as a class.

1.3.5 Use teacher-prepared templates (e.g., spreadsheet, graphs, tables) to interpret organized information as a class.
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Standard 3 EDUCATIONAL TECHNOLOGY

Standard 3: Research for Problem Solving and Decision Making
Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
PERFORMANCE INDICATORS
GRADE ONE

1.3.6 Contribute research findings to a class using a presentation software template.

GRADE TWO

Use digital tools and resources to build background on a topic of interest and individually determine questions for
2.3.1
exploration.

Identify electronic tools (e.g., websites, surveys, video interviews) that are used to gather information from various
2.3.2
audiences.

Select relevant bookmarked websites from a teacher collection of online resources to support a decision, solve a
2.3.3
problem, or answer a research question.

2.3.4 Describe the need to cite information from websites.

Use productivity software (e.g., teacher-made databases, spreadsheets, text documents, presentation templates)
2.3.5
to record data that can be translated into graphs and tables and to communicate conclusions and summaries.
GRADE THREE
Build background knowledge by viewing different media (e.g., video, webcasts, websites, DVDs) and brainstorm
3.3.1
research topics using appropriate digital tools (e.g., word processing applications, concept mapping programs).

3.3.2 Use digital tools (e.g., storyboards, image capture templates) to plan a project research.

3.3.3 Locate information using teacher-selected digital media (e.g., search engines, bookmarks, website links).

3.3.4 Input and organize information and images into an appropriate application (e.g., table, text document, database form
template).
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Standard 3 EDUCATIONAL TECHNOLOGY

Standard 3: Research for Problem Solving and Decision Making
Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
PERFORMANCE INDICATORS
GRADE THREE
3.3.5 Cite online resources used to obtain information for a research project.

Create a multi-slide
research findings. presentation to display a solution, decision, or summary supported by graphs, charts, and photos of
3.3.6
GRADE FOUR
Build background knowledge, brainstorm topics, or generate questions using content keywords in appropriate
4.3.1
applications (e.g., concept mapping, visual brainstorming).
4.3.2 Identify relevant Web resources using search strategies and bookmark favorite sites.
Select and organize relevant data in an application or template (e.g., table, text document template, database
4.3.3
template).
Use appropriate presentation media (e.g., multimedia, text documents, graphics, charts, summaries) to express
4.3.4
research results, decisions made, or problem solved with appropriate citations.
GRADE FIVE
Brainstorm potential research topics using existing knowledge and/or viewing digital content and record research
5.3.1 questions in a digital template.

Construct an outline or timeline to plan a project using an application (e.g., word processing or publishing
5.3.2
software).
Evaluate and select appropriate information sources and digital media to complete a research task, solve a
5.3.3
problem, or make a decision.

Demonstrate knowledge of key words in using search engines and resource databases and bookmark relevant
5.3.4 sites.
Input data into an appropriate representation (e.g., table, database form template), analyze results by comparing
5.3.5 and contrasting information, and evaluate the credibility and biases of the content.
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Standard 3 EDUCATIONAL TECHNOLOGY

Standard 3: Research for Problem Solving and Decision Making
Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
PERFORMANCE INDICATORS
GRADE FIVE

5.3.6 Create a multi-slide presentation to report research results, decisions made, and problem solved, including
accurate citations for all sources and integrated feedback from multiple audiences.
GRADES 68
Identify and use technology resources (e.g., FAQs, resource databases, web quests) to investigate current issues,
68.3.1
questions, or problems and propose a plan to find solutions.
Use digital graphic organizers (e.g., mind-mapping software, concept webs) to plan an investigation or solve a
68.3.2
problem.
Select appropriate media formats (e.g., websites, online surveys, interviews, blogs) and content that reflect diverse
68.3.3
perspectives on an issue or problem.
Use basic functions of search engines to locate and gather information from relevant sources (e.g., databases,
68.3.4
websites, podcasts).
Input and organize information into appropriate media formats (e.g., spreadsheet or database, online
68.3.5
organizational tools) citing all sources of information.
Combine information from separate sources to display arguments reflecting diverse perspectives from multiple
68.3.6
audiences and use bibliography tools to cite media sources.
Evaluate electronic resources for validity, credibility, and biases (e.g., information found on Web domain names, such
68.3.7
as .gov, .net, .com, and .edu).
GRADES 912
Define potential topics on current issues, problems to solve, or significant questions using appropriate digital
912.3.1
resources (e.g., resource databases, websites, online projects, blogs).

912.3.2 Organize a project or inquiry using online tools (e.g., wikis, web quests, storyboards).
Select a variety of sources (e.g., resource databases, video interviews, online experts, documentaries) to reflect diverse
912.3.3
perspectives on an issue.
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Standard 3 EDUCATIONAL TECHNOLOGY

Standard 3: Research for Problem Solving and Decision Making
Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
PERFORMANCE INDICATORS
GRADES 912
Use advanced functions of search engines, including the help menu and directories, to identify resources for
912.3.4
different purposes.
Combine and record relevant information according to project requirements using a variety of digital media (e.g.,
inspiration software, databases, spreadsheets) reflecting:
912.3.5 Support and counter arguments.
Assessment of the credibility, validity, and potential bias of resources.
Citation of all sources of information.
Select and use digital tools, instruments, and measurement devices to collect and organize data while conducting
912.3.6
experiments, evaluating theories, and testing hypotheses.

Apply copyright law to correctly paraphrase, quote, summarize, and cite technological sources using bibliography tools
912.3.7
(e.g., Bibliography Maker), including permission requests for source use from individuals or organizations as applicable.

Integrate alternative perspectives and feedback from multiple audiences and resources in an interactive digital
912.3.8
product to present a solution, decision, or summary.

912.3.9 Create an electronic portfolio (e-portfolio) of digital images, music, and custom animated projects.
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Standard 4 EDUCATIONAL TECHNOLOGY

Standard 4: Digital Citizenship
Students demonstrate safe, legal, and ethical behavior when using technology to communicate or create a product.
PERFORMANCE INDICATORS
KINDERGARTEN

K.4.1 Articulate an understanding of the safe use of personal information (e.g., name, address, phone number, photo).

K.4.2 Follow the schools online safety guidelines.

Demonstrate respect for the digital work of others (e.g., do not delete, copy, or post information of others) and
K.4.3
understand ones digital rights.

GRADE ONE
1.4.1 Demonstrate safe online practices by not sharing/publishing personal information about ones self and others.

Recognize and understand online safety measures and notify an adult of potential dangers (e.g., general
1.4.2
information about predators, online harassment).
1.4.3 Demonstrate respect for opinions of others posted online.

GRADE TWO
Describe differences between safe and unsafe websites and know procedures (i.e., clicking the home icon, turning the
2.4.1
monitor off, shutting down the computer, notifying an adult) for exiting an inappropriate site.
2.4.2 Explain the potential harm of intrusive applications (e.g., viruses, pop-up windows).
2.4.3 Practice responsible and appropriate use of technology systems, software, and information.
GRADE THREE
3.4.1 Use secure passwords for programs and online accounts to protect personal information.
3.4.2 Recognize and report potential hazards and the dangers of inappropriate behavior (e.g., pop-up sites, cyber-
bullying) on the Internet.
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Standard 4 EDUCATIONAL TECHNOLOGY

Standard 4: Digital Citizenship
Students demonstrate safe, legal, and ethical behavior when using technology to communicate or create a product.
PERFORMANCE INDICATORS
GRADE THREE
3.4.3 Apply ergonomic strategies (e.g., electrical safety, appropriate posture) to avoid injury while using technology.

3.4.4 Comply with the GDOE Acceptable Use Policy.

3.4.5 Practice responsible, appropriate use of technology systems, software, information, and others intellectual property
(i.e., honor authors ownership and follow copyright laws).
GRADE FOUR
4.4.1 Articulate the potential dangers of inappropriate online behaviors (e.g., cyber-bulling, spamming, phishing).
4.4.2 Comply with the GDOE Acceptable Use Policy.
Identify acceptable and unacceptable use of technology and digital works of others and describe personal
4.4.3
consequences of inappropriate use.
GRADE FIVE
Describe the impact of inappropriate online behavior (e.g., solicitation, identity theft, cyber-bullying, insults) on
5.4.1
individuals and society.
5.4.2 Demonstrate the appropriate use of an online profile for responsible blogging, chatting, and posting of information.
5.4.3 Comply with the GDOE Acceptable Use Policy.
Explain the ethical use of technologies (e.g., legal downloading, intellectual ownership, fraud) and the effect on
5.4.4
individuals, society, and the global community.
GRADES 68
Explain the purpose of privacy and follow online safety (e.g., not disclosing personal information, protecting ones
68.4.1
passwords, engaging in responsible sharing of information).
68.4.2 Explain the importance of firewalls and filtering systems.
 EDUCATIONAL TECHNOLOGY

Standard 4 EDUCATIONAL TECHNOLOGY

Standard 4: Digital Citizenship
Students demonstrate safe, legal, and ethical behavior when using technology to communicate or create a product.
PERFORMANCE INDICATORS
GRADES 68
Identify methods for addressing risks for unethical online behaviors (e.g., consumer fraud, virus setting, spamming,
68.4.3
phishing, identity theft).
68.4.4 Comply with the GDOE Acceptable Use Policy.
GRADES 912
Understand privacy issues and how data is made available and protect systems with firewalls, filtering systems, and
912.4.1
antivirus programs.
912.4.2 Practice safe and responsible sharing of information and opinions online.
912.4.3 Follow protocols when accessing multiple digital communities (e.g., online lists and forums).
912.4.4 Comply with the GDOE Acceptable Use Policy.
Practice responsible and appropriate use of technology systems, software, and information and comply with
912.4.5
copyright laws.
Assess and explain the connection between the emerging technologies and ethical and unethical uses and the impact
912.4.6
on individuals, societies, and cultures.
 EDUCATIONAL TECHNOLOGY

Standard 5 EDUCATIONAL TECHNOLOGY

Standard 5: Technology Operations and Concepts
Students demonstrate and apply an understanding of technological concepts, systems, and operations.
PERFORMANCE INDICATORS
KINDERGARTEN
K.5.1 Demonstrate the knowledge of the differences between hardware and software applications.

Identify and show proper care of digital equipment (e.g., computer mouse, keyboard, speakers, monitor, camera, DVD
K.5.2
players).
Navigate the computer system using the following:
K.5.3 Mouse (open/close applications, print/save documents)
Keyboard (type letters and numbers)
K.5.4 Load/open and navigate software applications with minimal assistance.

Use content-appropriate applications (computer-based and online) for directed and independent learning (e.g., create
K.5.5
a picture, read e-books, browse content-based DVDs).

GRADE ONE
Meet grade level keyboarding proficiency:
1.5.1 Demonstrate proper finger positioning on home keys using a QWERTY keyboard.
Identify symbols and icons on the keyboard and in computer applications.

1.5.2 Explain performance tasks using the correct vocabulary.

1.5.3 Use menus and respond to on-screen commands (e.g., load, next, save, print, exit).
1.5.4 Open/close content-based software and follow the program directions.
1.5.5 Navigate through teacher-selected websites that reinforce or enrich skills in a content area with a partner or a group.
GRADE TWO
Meet grade level keyboarding proficiency by demonstrating correct hand placement and keyboarding basics (i.e., use
2.5.1
arrow keys, enter keys, shift, spacebar) using a keyboarding program.
 EDUCATIONAL TECHNOLOGY

Standard 5 EDUCATIONAL TECHNOLOGY

Standard 5: Technology Operations and Concepts
Students demonstrate and apply an understanding of technological concepts, systems, and operations.
PERFORMANCE INDICATORS
GRADE TWO
2.5.2 Use a variety of digital equipment and apply basic troubleshooting procedures.

Use graphic/drawing and writing applications (e.g., Paint, drawing software, Word) to illustrate and input a story or report.
2.5.3

2.5.4 View and interact with various online resources (e.g., e-books, puzzles, games) to reinforce or enrich content skills.
GRADE THREE
Meet grade level keyboarding proficiency by touch-type with speed and accuracy using a keyboarding program (10 wpm).
3.5.1

Demonstrate care for digital tools (e.g., digital camera/camcorder, scanners, webcam) that are used to collect,
3.5.2
analyze, and communicate data.
Demonstrate the use of basic features and functions of word processing, presentation, spreadsheet, and database
3.5.3
templates and records.
Demonstrate basic Web browser navigation to view and gather information (i.e., open the browser; type the URL;
3.5.4
navigate back, forward, home; refresh the screen; bookmark sites).
Create a digital story or report using a word processor or presentation application and illustrate it by importing
3.5.5
graphics created in a drawing or painting application.
GRADE FOUR
4.5.1 Meet grade level keyboarding proficiency by increasing speed and accuracy in keyboarding (15 wpm).
Manage hardware components and operating systems effectively:
4.5.2 Demonstrate correct usage of shortcut keys (e.g., ctrl+c, ctrl+x, alt+F4.).
Save and manage files to a variety of appropriate locations (e.g., external drives).
Recognize properly connected computer cables and peripheral devices.
 EDUCATIONAL TECHNOLOGY

Standard 5 EDUCATIONAL TECHNOLOGY

Standard 5: Technology Operations and Concepts
Students demonstrate and apply an understanding of technological concepts, systems, and operations.
PERFORMANCE INDICATORS
GRADE FOUR
4.5.3 Produce simple graphs and charts using appropriate applications (e.g., spreadsheets, databases, presentations).

4.5.4 Create a multi-slide presentation integrating images and audio.

4.5.5 Use a variety of search engines or online resource databases to locate information from websites.
GRADE FIVE
5.5.1 Meet grade level keyboarding proficiency by increasing speed and accuracy in keyboarding (20 wpm with 90%
accuracy) and demonstrating correct usage of all keyboard keys and proper typing techniques.
5.5.2 Manage and troubleshoot (i.e., use a variety of tutorials) hardware components and operating systems effectively:
Organize and manage files and folders in different locations (classes, home, and online).
Configure technological equipment for presentation independently.
Identify and understand the difference between non-networked and networked computers.
5.5.3 Create a multi-slide presentation with images, graphics, animation, and audio.
Use communication and collaborative online tools (e.g., emails, blogs, wikis) to create and send messages with guided
5.5.4
practice.
GRADES 68
Meet grade level keyboarding proficiency by increasing speed and accuracy in keyboarding (up to 45 wpm with
68.5.1
90% accuracy).

68.5.2 Identify types of files by their icons and extensions (e.g., .pdf, .jpeg, .txt, .exe).

68.5.3 Apply appropriate network protocols to access, save, and back up files to servers and external drives.

68.5.4 Describe strategies for identifying, solving, and preventing common software, hardware, and networking problems.
 EDUCATIONAL TECHNOLOGY

Standard 5 EDUCATIONAL TECHNOLOGY

Standard 5: Technology Operations and Concepts
Students demonstrate and apply an understanding of technological concepts, systems, and operations.
PERFORMANCE INDICATORS
Integrate a variety of file types (e.g., picture, sound, text) and multiple formatting and editing features of a word
68.5.5 processing or publishing program to create different products (e.g., documents, presentations, posters, newsletters,
pamphlets, websites).
68.5.6 Use online collaborative technologies to support learning.
GRADES 912
Meet grade level keyboarding proficiency by increasing speed and accuracy of keyboarding (55 wpm with 90%
912.5.1
accuracy).
Configure and troubleshoot hardware, software, and network systems using online tutorials, forums, and
912.5.2
discussion boards.
Understand and independently demonstrate accessibility protocols for a variety of server-based and network
912.5.3
applications.
Demonstrate skill in integrating a variety of digital equipment (e.g., digital camera, scanner, sound system,
912.5.4
computer) to complete performance-based projects.
Use multiple features and functions of common applications (e.g., spreadsheet, word processing, presentation, media
912.5.5
authoring, and graphics softwares) to organize and analyze data and publish products.
Participate and interact in collaborative technologies (e.g., forums and discussion boards, podcasts, video
912.5.6
conferencing) to support learning.
912.5.7 Understand functions and features of online applications (e.g., online encyclopedias, search engines).
912.5.8 Apply technological tools to research career options, requirements, and availability.
Understand functions and features of emerging online interactive sites, such as:
912.5.9 Common blogging sites (e.g., edublog, Multiply.com)
Social networking sites (e.g., MySpace, Facebook, Twitter)