Select a School...
Select a School


Goals for the Students:

  • To become aware of the importance of technology in their future.
  • To motivate students to use the technological method to solve real-world problems.
  • To develop the student's interest in the use of technology.
  • To develop skills and apply those skills to the use of many applications and software programs.
  • To become motivated and proud of the work they are accomplishing.
  • To develop the student's ability to use telecommunications tools such as the Internet (K – 8th Grades) and E-Mail and Google Docs (2nd - 8th Grades).
  • To identify and display safe practices for Internet use.
     

Expectations:

The students are expected to complete activities in the given class time. The 5th -8th grade students will also be expected to make time to come after school if they are unable to complete their activities within the given time period. Students are expected to put forth their best effort at all times and in all activities.

Discipline Procedures:

The students that are not following the expectations of the classroom will:

  • Receive a verbal warning.
  • Receive an age appropriate "timeout" from the activity
  • Receive detention with 24 hour notice.
  • Will receive a phone call home and be sent to the office with a referral form for office detention.

Homework:

The children will not receive homework in computer class, as we cannot be sure everyone has the technology available outside of school.

Assessment:

Students are assessed during each class period on their class participation and the class objectives for the day. We use avariety of assessment methods: periodic quizzes, computer based projects, and daily application of their technological skills.

Extra Help Availability:

Mr. O'Donnell: Monday - Friday 7:45 - 8:10 am
Mrs. Lockwood: Monday - Friday – 2:45 – 3:00 pm

Technology Curriculum:
 
 

By the end of Kindergarten - Students will be able to:

  • Identify the basic features of a computer and explain how to use them effectively.
  • Use technology terms in daily practice.
  • Discuss the common uses of computer applications and hardware and identify their advantages and disadvantages.
  • Create a document with text using a word processing program.
  • Demonstrate the ability to navigate in virtual environments that are developmentally appropriate.
  • Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
 
By the end of First Grade - Students will be able to:
  • Identify the basic features of a computer and explain how to use them effectively.
  • Use technology terms in daily practice.
  • Discuss the common uses of computer applications and
    hardware and identify their advantages and disadvantages.
  • Create a document with text using a word processing program.
  • Demonstrate the ability to navigate in virtual environments that are developmentally appropriate.
  • Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

By the end of Second Grade - Students will be able to:

  • Identify the basic features of a computer and explain how to use them effectively.
  • Use technology terms in daily practice.
  • Discuss the common uses of computer applications and hardware and identify their advantages and disadvantages.
  • Create a document with text using a word processing program.
  • Demonstrate the ability to navigate in virtual environments that are
    developmentally appropriate.
  • Create and present a multimedia presentation that includes graphics.
  • Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
  • Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using electronic tools.
  • Model legal and ethical behaviors when using both print and non-print information by citing resources.
  • Use digital tools and online resources to explore a problem or issue affecting children, and discuss possible solutions.
  • Use mapping tools to plan and choose alternate routes to and from various locations.


By the end of Third Grade - Students will be able to:

  • Demonstrate effective input of text and data using an input device.
  • Create a document with text formatting and graphics using a word processing program.
  • Create and present a multimedia presentation that includes graphics.
  • Create a simple spreadsheet, enter data, and interpret the information.
  • Determine the benefits of a wide range of digital tools by using them to solve problems.
  • Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies.
  • Analyze the need for and use of copyrights.
  • Explain the purpose of an acceptable use policy and the consequences of inappropriate use of technology.
  • Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

By the end of Fourth Grade - Students will be able to:

  • Demonstrate effective input of text and data using an input device.
  • Create a document with text formatting and graphics using a word processing program.
  • Create and present a multimedia presentation that includes graphics.
  • Create a simple spreadsheet, enter data, and interpret the information.
  • Determine the benefits of a wide range of digital tools by using them to solve problems.
  • Produce a media-rich digital story about a significant local event or issue based on first-person interviews.
  • Engage in online discussions with learners in the United States or from other countries to understand their perspectives on a global problem or issue.
  • Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies.
  • Analyze the need for and use of copyrights.
  • Explain the purpose of an acceptable use policy and the consequences of inappropriate use of technology.
  • Investigate a problem or issue found in the United States and / or another country from multiple perspectives, evaluate findings, and present possible solutions,using digital tools and online resources for all steps.
  • Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.
  • Select and apply digital tools to collect, organize, and analyze data that support a scientific finding.

By the end of Fifth Grade - Student will be able to:

  • Create professional documents (e.g., newsletter,personalized learning plan, business letter or flyer) using advanced features of a word processing program.
  • Create a multimedia presentation including sound and images.
  • Generate a spreadsheet to calculate, graph, and present information.
  • Model appropriate online behaviors related to cyber safety, cyber bullying,cyber security, and cyber ethics.

By the end of Sixth Grade - Students will be able to:

  • Create professional documents (e.g., newsletter,personalized learning plan, business letter or flyer) using advanced features of a word processing program.
  • Create a multimedia presentation including sound and images.
  • Generate a spreadsheet to calculate, graph, and present information.
  • Model appropriate online behaviors related to cyber safety, cyber bullying,cyber security, and cyber ethics.
  • Summarize the application of fair use and Creative Commons guidelines.
  • Demonstrate how information on a controversial issue may be biased.

By the end of Seventh Grade - Students will be able to:

  • Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.
  • Create a multimedia presentation including sound and images.
  • Generate a spreadsheet to calculate, graph, and present information.
  • Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
  • Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).
  • Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.
  • Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
  • Summarize the application of fair use and Creative Commons guidelines.
  • Demonstrate how information on a controversial issue may be biased.
  • Gather and analyze findings using data collection technology to produce a possible solution for content-related or real-world problem.

By the end of Eighth Grade - Students will be able to:

  • Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.
  • Plan and create a simple database, define fields, input data, and produce a report using sort and query.
  • Create a multimedia presentation including sound and images.
  • Generate a spreadsheet to calculate, graph, and present information.
  • Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
  • Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).
  • Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.    
  • Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
  • Summarize the application of fair use and Creative Commons guidelines.
  • Demonstrate how information on a controversial issue may be biased.
  • Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.
  • Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.

CLOSE