Technology Applications TEKS, 3-5

Transcription

1 (1) FOUNDATIONS. The student demonstrates knowledge and appropriate use of hardware components, software programs and their connections. The student is expected to (A) Use technology terminology appropriate to the task. (3) Demonstrate understanding of the terms: monitor, keyboard, CPU (central processing unit), mouse, printer, 3 ½ floppy diskette, maximize, minimize and restore. (4) Demonstrate understanding of the terms: monitor, keyboard, CPU (central processing unit), mouse, printer, CD-ROM, scanner, intranet, Internet, 3 ½ floppy diskette, hard drive, maximize, minimize, restore, RAM (Random Access Memory) and ROM (Read Only Memory.) (5) Demonstrate understanding of the terms: monitor, keyboard, CPU (central processing unit), mouse, printer, CD-ROM, scanner, intranet, Internet, 3 ½ floppy diskette, hard drive, maximize, minimize, upload, download, restore, digital file formats, RAM (Random Access Memory) and ROM (Read Only Memory.) (B) Start and exit programs as well as create, name and save files. (3) Demonstrate understanding of the terms: save, save as, new. Apply to a document. (4) Demonstrate understanding of the terms: save, save as, new, cut, copy and paste. Apply to a document. (5) Demonstrate understanding of the terms: save, save as, new, cut, copy, paste, delete and spell check. Apply to a document and other applications. (C) Use networking terminology such as on-line, network or password and access remote equipment on a network, such as a printer. (3) Name and describe the input functions of a keyboard, mouse and scanner. Name and describe the output functions of a monitor, printer and television. (4) Name and describe the input functions of a keyboard, mouse and scanner. Name and describe the output functions of a monitor, printer and television. (5) Name and describe the input functions of a keyboard, mouse, scanner and digital camera. Name and describe the output functions of a monitor, printer and television. (D) Delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross-platform connectivity. (3) Save a file in a different format such as Text. (4) Save a file in a different format such as Text or ASCII. (5) Save a file in a different format such as Text, ASCII or RTF. 1 of 8

2 (E) Access remote equipment on a network such as a printer or other peripherals. (3) Access programs on the server. Use a network printer. (4) Access programs on the server. Use a network printer. (5) Access programs on the server, use a network printer and any other available network peripherals. (2) FOUNDATIONS. The student uses data input skills appropriate to the task. The student is expected to (A) Use a variety of input devices such as a mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM or touch screen. (3) Use keyboard, mouse, floppy disk, CD-ROM and voice/sound recorder as input devices. (4) Use keyboard, mouse, floppy disk, CD-ROM, voice/sound recorder and scanner as input devices. (5) Use keyboard, mouse, floppy disk, CD-ROM, voice/sound recorder, scanner and digital camera as input devices. (B) Use proper keyboarding techniques, such as correct hand and body positions, smooth and rhythmic keystroke patterns, as grade-level appropriate. (3) Use word processing or typing program to practice keyboarding techniques. (4) Use word processing or typing program to practice keyboarding techniques. (5) Use word processing or typing program to practice keyboarding techniques. (C) Demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation and symbol keys as grade-level appropriate. (3) Type using upper and lower case alphabetic letters and punctuation. (4) Type using upper and lower case alphabetic letters, punctuation and numeric keys. (5) Type using upper and lower case alphabetic letters, punctuation, numeric keys and symbol keys. (D) Produce documents at the keyboard, proofread and correct errors. (3) Produce a document that has been proofread and corrected, appropriate for the grade level. (4) Produce a document that has been proofread and corrected, appropriate for the grade level. (5) Produce a document that has been proofread and corrected, appropriate for the grade level. (E) Use language skills including capitalization, punctuation, spelling, word division and use of numbers and symbols as grade-level appropriate. (3) Produce documents with correct capitalization, punctuation and spelling. (4) Produce documents with correct capitalization, punctuation, spelling and word division. (5) Produce documents with correct capitalization, punctuation, spelling, word division, numbers and symbols. 2 of 8

3 (F) Demonstrate an appropriate speed on short timed exercises depending upon the grade level and hours of instruction. (3) Type at 10+ words per minute. (4) Type at 15+ words per minute. (5) Type at 20+ words per minute. (3) FOUNDATIONS. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to (A) Follow acceptable use policies when using computers. (3) Have a signed Internet Use Agreement (also known as Acceptable Use Policy) on file at the school. Follow district approved policies. (4) Have a signed Internet Use Agreement (also known as Acceptable Use Policy) on file at the school. Follow district approved policies. (5) Have a signed Internet Use Agreement (also known as Acceptable Use Policy) on file at the school. Follow district approved policies. (B) Model respect of intellectual property by not illegally copying software or another individual s electronic work. (3) Review and discuss copyright laws for printed material and electronic media. No program disks brought from home. (See Glossary.) (4) Review and discuss copyright laws for printed material and electronic media. No program disks brought from home. (See Glossary.) (5) Review and discuss copyright laws for printed material and electronic media. No program disks brought from home. (See Glossary.) (4) INFORMATION ACQUISITION. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to (A) Apply keyword searches to acquire information. (3) Do independent keyword searches. (4) Do independent keyword searches and Boolean searches using +, - and =. (See Glossary.) (5) Do independent keyword searches and Boolean searches using +, - and =. Add wild card characters such as * and?. (See Glossary.) (B) Select appropriate strategies to navigate and access information for research and resource sharing. (3) Use icons, menu choices or keyword searches to access information on the LAN/WAN/Internet; use gradeappropriate sites on the Internet. 3 of 8

4 (4) Use icons, menu choices or keyword searches to access information on the LAN/WAN/Internet; use gradeappropriate sites on the Internet. (5) Use icons, menu choices, keyword searches and bookmarks to access information on the LAN/WAN/Internet; use grade-appropriate sites on the Internet. (5) INFORMATION ACQUISITION. The student acquired electronic information in a variety of formats, with appropriate supervision. The student is expected to (A) Acquire information including text, audio, video and graphics. (3) Download texts from the Internet and other sources (i.e. scanner and CD-ROMs.) (4) Download texts and graphics from the Internet and other sources (i.e. scanners, digital cameras and CD- ROMs.) (5) Download texts, graphics, audio, video from the Internet and other sources (i.e. scanners, digital cameras, CD-ROMs and multimedia equipment such as digital video cameras and digital microscopes.) (B) Use on-line help. (3) Use help features of any program. (4) Use help features of any program. (5) Use help features of any program. (6) INFORMATION ACQUISITION. The student evaluates the acquired electronic information. The student is expected to (A) Determine the success of strategies used to acquire electronic information. (3) Compare information acquired from different sources. (4) Compare information acquired from different sources. (5) Compare information acquired from different sources. (B) Determine the usefulness and appropriateness of digital information. (3) Evaluate results from an Internet search. (4) Compare and contrast results from an Internet search. (5) Compare and contrast results from an Internet search. Determine the most effective strategy of getting results. (C) Determine the usefulness and appropriateness of digital information. 4 of 8

5 (3) Evaluate appropriateness of data collected from an Internet search. (4) Compare and contrast the appropriateness of data collected from an Internet search. (5) Compare and contrast the appropriateness of data collected from an Internet search and discuss security issues of using information from the Internet. (7) SOLVING PROBELMS. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to (A) Use software programs with audio, video and graphics to enhance learning experiences. (3) Access learning software independently. (4) Access learning and multimedia software independently. (5) Access learning, multimedia and reference software independently. (B) Use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems. (3) Use word processor and paint programs to express ideas. (4) Use word processor, paint programs, spreadsheets and databases to express ideas and solve problems. (5) Use word processor, paint programs, spreadsheets, databases and multimedia software to express ideas and solve problems. (C) Use a variety of data types including text, graphics, digital audio and video. (3) Use word-processor, paint programs or presentation programs to produce a product appropriate to the grade level. (4) Use word-processor, paint programs or presentation programs to produce a product appropriate to the grade level. (5) Use word-processor and paint programs; use presentation software including audio and video clips to produce a product appropriate to the grade level. (8) SOLVING PROBLEMS. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to (A) Use communication tools to participate in group projects. (3) With teacher supervision, participate in group-project sharing as appropriate for grade level. (4) With teacher supervision, participate in group-project sharing as appropriate for grade level. (5) With teacher supervision, participate in group-project sharing as appropriate for grade level. 5 of 8

6 (B) Use electronic tools and research skills to build a knowledge base regarding a topic, task or assignment. (3) With teacher supervision, access Internet sites as appropriate for grade level topics. (4) With teacher supervision, access Internet sites as appropriate for grade level topics. (5) With teacher supervision, access Internet sites as appropriate for grade level topics. (C) Participate with electronic communities as a learner, initiator, contributor or mentor. (3) With teacher supervision, participate in collaborative group activities as appropriate to grade level. (4) With teacher supervision, participate in collaborative group activities as appropriate to grade level. (5) With teacher supervision, participate in collaborative group activities as appropriate to grade level. (9) SOLVING PROBLEMS. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to (A) Use software features, such as on-line help, to evaluate work progress. (3) Access help and tools within a program. (4) Access help and tools within a program. (5) Access help and tools within a program. (B) Use software features, such as slide show previews, to evaluate final product. (3) Use print preview and slide show preview to preview and edit digital output. (4) Use print preview, slide show preview and scaling to preview and edit digital output. (5) Use print preview, slide show preview and scaling to preview and edit digital output. (10) COMMUNICATION. The student formats digital information for appropriate and effective communication. The student is expected to (A) Use font attributes, color, white space and graphics to ensure that products are appropriate for the defined audience. (3) With teacher guidance, create a product in a presentation program for a specified audience. (4) Independently create a product in a presentation program for a specified audience. (5) Create a product in a publications program for a specified audience. (B) Use font attributes, color, white space and graphics to ensure that products are appropriate for the communication media including, multimedia screen displays and printed materials. 6 of 8

7 (3) Create a multimedia document using appropriate font, color, white space and graphics. (4) Use different fonts, insert graphics and color accents to enhance a presentation. (5) Use different fonts, insert graphics and color accents to enhance a presentation. (C) Use appropriate applications, including but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources. (3) Develop a chart from a spreadsheet. (4) Develop a chart from a spreadsheet, labeling axes and legends. (5) Develop a chart from a spreadsheet or database report, labeling axes and legends. (11) COMMUNICATION. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to (A) Publish information in a variety of media including, but not limited to, printed copy or monitor display. (3) Create and print a document. (4) Create a document, print and display on monitor. (5) Create a document, print, display on monitor and capture on video. (B) Publish information in a variety of media including, but not limited to, stored files or video. (3) Use presentation software to create a project appropriate to grade level. Save to local drive, diskette, shared server drive or individual drive space on the server. (4) Use presentation software to create a project appropriate to grade level. Save to local drive, diskette, shared server drive or individual drive space on the server. (5) Use presentation software to create a project appropriate to grade level. Save to local drive, diskette, shared server drive or individual drive space on the server. (12) COMMUNICATION. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to (A) Select representative products to be collected and stored in an electronic evaluation tool. (3) Select a project appropriate to grade level, save to a portfolio. (4) Select two projects appropriate to grade level, save to a portfolio. (5) Select three projects appropriate to grade level, save to a portfolio. (B) Evaluate the product for relevance to the assignment of task. (3) Use teacher-made guidelines to develop and answer questions that evaluate the completion of assigned tasks. (4) Work in pairs to develop and answer questions that will evaluate the completion of a task. 7 of 8

8 (5) Work as a group to develop and answer questions that will evaluate the completion of a task. (C) Create technology assessment tools to monitor progress of projects such as checklists, timeline or rubrics. (3) Create a checklist of items to be included in a project evaluation. (4) Create a checklist of items and a timeline of events to be included in a project evaluation. (5) Create a checklist of items, a timeline of events and a grading rubric to be included in a project evaluation. 8 of 8