6th-8th+Grade

=Technology Standards for 6th-8th Grade Students= //This is awesome! TW//

will create a flow-chart of the Career Planning Process using Microsoft Word Organization Chart feature or using the drawing toolbar/autoshape feature. || learning project in an online learning community. (2) || * Web 2.0 On-line Unplugged printer or scanner Paper jam or out of paper Need to change a printer cartridge Monitor will not come on Computer tower is unresponsive (not on) Network cable is unplugged (no network or internet access) File on the network is in use and can't be edited by two users at once ||
 * = **Standard** ||= **Software Application** ||= **Activity** ||= **Example** ||
 * 1. Describe and illlustrate a content-related concept or process using a model, simulation, or concept mapping || * MS Word OrgChart features
 * Visio
 * Freemind
 * CmapInspiration or Kidspiration || * Have students create a flow-chart model to map a curriculum-specific concept || Students in a business class
 * 2. Create original animations or videos documenting school, community, or local events. (1, 2, 6) || * MovieMaker
 * PhotoStory
 * iMovie
 * Blender(Freeware)
 * Tuxpaint
 * Open Office (Freeware) Draw || * Have students create a documentary-style"web show" highlighting current local events || Students create a news report of an event within the area. Using iMovie they can then present the information as a news reporter from a local station. ||
 * 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) || PowerPoint Presentation
 * Palm or Handheld Device
 * Excel Spreadsheet
 * Open Office (Freeware) Writer, Impress, Calc || * Have students create a slide show presentation about themselves, their community or school.
 * Have students research prices of various items and create a personal budget use an Excel spreadsheet to record expenditures and track balances. || This is particularly helpful in the social science/humanities. Students can share information they know about their families, their cultures, and forseeable futures. ||
 * 4. Participate in a cooperative
 * MoinMoin(wiki)
 * Moodle || * Lead students in a guided web search, bookmarking relevant sites, and sharing with other planned communities engaging in the same activity.
 * Share findings on-line via conference calls, webinars, and/or podcasts.
 * Have students blog to discuss an issue from text, current issue, or class discussion || Students can find classrooms anywhere in the world that are of interest to them due to shared research or activities. Students might want to search the web for class-specific activities they wish they could do and interface with the class they found on-line who is doing the activity. ||
 * 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) || * On-line WebQuest
 * Open Office (Freeware) Impress
 * Nvu
 * MS Word
 * Powerpoint || * Students will complete a WebQuest using a guided search for sites that have credible and "incredible" information.
 * Have students create their own webpage using multiple tools to infer differences between tools. || Language/Social Sciences/Humanities would be ideal places to talk about how the media influences our decisions. Have students talk about the credibility of sources and how they determine the value of the sources. ||
 * 6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6) || * Excel Spreadsheet
 * Open Office (Freeware) Calc, Base and Math
 * Qwizdom Student Response System or similar SRS || * Students are given a worksheet with problem to solve.
 * Students gather and record data.
 * Students analyze data and draw conclusions.
 * Class evaluates activity. || An example of such data collection could be done with a simple set-up of a teacher tablet with the student handheld response systems such as Qwizdom. The teacher creates a PowerPoint with questions related to the field study, and as the students complete the activity, they are guided through a series of study or opininon questions. ||
 * 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) || * software will vary (see activity) || * Assign students an activity (such as a documentary or similar presentation) and have them select the appropriate software applications such as PowerPoint, MovieMaker, PhotoStory, iMovie, GarageBand, etc.
 * Students will also need to select appropriate hardware to complete the tasks... handheld, tablet, laptop, desktop, cameras, microphones, also consider server space for storing projects || Have students design and create a lesson based on teacher criteria/rubric. ||
 * 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) || * Conferencing Software/WebApps
 * MoinMoin (Freeware wiki)
 * Pidgin (Freeware IM) || * Have students create or join a community sharing a common goal to gain multicultural perspectives--whether varing by state or region within the US, or abroad.
 * Have students ask questions about the difference in views on various appropriate topics related to the curriculum.
 * Students can share resources via social bookmarking or dialogue with peers via web resources. || Have students do a live conference call or IM session with other students in selected sister cities. Make an appointment so all can join. ||
 * 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) || * PhotoShop/Photo Editor
 * MovieMaker/iMovie
 * CorelDraw
 * MS Paint
 * MS Publisher
 * Open Office (Freeware) Draw, Impress, Writer
 * Blender
 * Scribus || * Have students incorporate artistic elements into a number of content-related projects using the above types of software.
 * Students develop a feel for the integration of style elements available within and between software programs. || In a business class students will create their own business and use a variety of software to create brochures (word), budgets (excel) and Marketing techniques (Web Pages--Word) and posters (MS Paint, Publisher, etc). ||
 * 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6) || * Primary focus is on hardware || * Teacher can create hardware problems with simple solutions and allow students to fix them.
 * Students can create hardware problems with simple solutions and allow fellow students to fix them.
 * Teachers and students can work together to increase the level of difficulty at reasonable intervals to solve increasingly difficult problems.
 * Students and teachers can brainstorm new ways to make the hardware work to do more for them in the classroom (finding new connections/applications for audio/visual elements/capabilities. || Teacher can create daily problems such as: