Core Technology
Standards
Standard
1: Basic Computer/Technology Operations and Concepts
The competent teacher will use computer systems to run software; to
access, generate, and manipulate data; and to publish results. He or she will also evaluate performance of
hardware and software components of computer systems and apply basic
trouble-shooting strategies as needed.
Knowledge
Indicators: The competent
teacher
1A. Understands how to run
computer software; access, generate and manipulate data; and publish results.
Performance Indicators: The competent teacher
1B. Operates a multi-media computer system
with related peripheral devices to successfully install and use a variety of
software packages..”
1C. Uses appropriate
terminology related to computers and technology in written and oral
communications.
1D.
Describes and implements basic
troubleshooting techniques for multi-media computer systems with related
peripheral devices.
1E. Uses imaging devices
such as scanners, digital cameras, and/or video cameras with computer systems
and software.
1F. Demonstrates knowledge of uses of
computers and technology in education, business and industry, and society.
Standard 2: Personal and Professional Use of Technology
The competent teacher will apply tools for enhancing personal
professional growth and productivity; will use technology in communicating,
collaborating, conducting research, and solving problems and will promote
equitable, ethical, and legal use of computer/technology resources.
Knowledge
Indicators: The competent
teacher
2A. Understands how to use
technology in communicating, collaborating, conducting research, and solving
problems.
Performance Indicators: The competent teacher
2B. Identifies computer and other related
technology resources for facilitating lifelong learning and emerging roles of
the learner and the educator in engaged, collaborative learning environments.
2C. Uses computers and
other learning technologies to support problem-solving, data collection,
information management, communications, presentations, and decision-making.
2D. Uses productivity tools for word
processing, database management, and spreadsheet applications, and basic multi‑media
presentations.
2E. Uses computer‑based
technologies including telecommunications to access information and enhance
personal and professional productivity.
2F. Demonstrates awareness of resources for
adaptive/assistive devices for students with special needs.
2G. Demonstrates knowledge of ethical and
legal issues concerning use of computers and technology.
2H. Adheres to copyright laws and guidelines in the access and use
of information from various technologies.
2I. Demonstrates knowledge of broadcast
instruction, audio/video conferencing, and other distant learning applications.
2J. Ensures policies and practices are in place to provide equal
access to media and technology resources for students regardless of race,
ethnicity, gender, religion or socio-economic status.
Standard 3: Application of Technology in Instruction
The competent teacher will apply learning technologies that support
instruction in his or her grade level and subject areas. He or she must plan
and deliver instructional units that integrate a variety of software, applications,
and learning tools. Lessons developed must reflect effective grouping and
assessment strategies for diverse populations.
Knowledge
Indicators: The competent
teacher
3A. Understands how to apply
learning technologies that support instruction in his or her grade level and
subject areas.
Performance Indicators: The competent teacher
3B. Explores, evaluates, and uses
computer/technology resources, including applications, tools, educational
software, and associated documentation.
3C. Describes current instructional
principles, research, and appropriate assessment practices as related to the
use of computers and technology resources in the curriculum.
3D. Designs, implements, and assesses
student learning activities that integrate computers/ technology for a variety
of student grouping strategies and for diverse student populations.
3E. Practices
socially responsible, ethical, and legal use of technology, information, and
software resources.
3F. Designs student learning activities that foster equitable,
ethical, and legal use of technology by students.
Standard 4: Social, Ethical, and Human Issues
The competent teacher will apply concepts and skills in making
decisions concerning the social, ethical, and human issues related to computing
and technology. The competent teacher will understand the changes in
information technologies, their effects on workplace and society, their
potential to address life-long learning and workplace needs, and the
consequences of misuse.
Knowledge
Indicators: The competent
teacher
4A. Understands the social,
ethical, and human issues related to computing and technology.
Performance Indicators: The competent teacher
4B. Describes the historical
development and important trends affecting the evolution of technology and its
probable future roles in society.
4C. Describes strategies for facilitating
consideration of ethical, legal, and human issues involving school purchasing
and policy decisions
Standard 5: Productivity Tools
The competent teacher will integrate advanced features of technology‑based
productivity tools to support instruction, extend communication outside the
classroom, enhance classroom management, perform administrative routines more
effectively, and become more productive in daily tasks.
Knowledge
Indicators: The competent
teacher
5A. Knows advanced features of technology‑based
productivity tools.
Performance Indicators: The competent teacher
5B. Uses advanced features of word
processing, desktop publishing, graphics programs, and utilities to develop
professional products.
5C. Uses spreadsheets for analyzing,
organizing, and displaying numeric data graphically.
5D. Designs and manipulates databases and
generates customized reports.
5E. Uses teacher
utility and classroom management tools to design solutions for a specific
purpose.
5F. Identifies, selects, and integrates video and digital images
in varying formats for use in presentations, publications, and/or other
products.
5G. Applies specific‑purpose electronic
devices (such as a graphing calculator, language translator, scientific probeware, or electronic thesaurus) in appropriate content
areas.
5H. Uses features of applications that integrate word processing,
database, spreadsheet, communication, and other tools.
Standard 6: Telecommunications and Information Access
The competent teacher will use telecommunications and information‑access
resources to support instruction.
Knowledge
Indicators: The competent
teacher
6A. Knows how to access
telecommunications resources to support instruction.
Performance Indicators: The competent teacher
6B. Accesses and uses telecommunications
tools and resources for information-sharing, remote information access and
retrieval, and multi-media/hypermedia publishing.
6C. Uses electronic mail and web browser
applications for communications and for research to support instruction.
6D. Uses automated, on‑line search
tools and intelligent agents to identify and index desired information
resources.
Standard 7: Research, Problem Solving, and Product Development
The competent teacher will use computers and other technologies in
research, problem solving, and product development. The competent teacher will
appropriately use a variety of media, presentation, and authoring packages;
plan and participate in team and collaborative projects that require critical
analysis and evaluation; and present products developed.
Knowledge
Indicators: The competent
teacher
7A. Understands how to use
computers and other technologies in research, problem solving, and product
development.
Performance Indicators: The competent teacher
7B. Identifies basic principles of
instructional design associated with the development of multimedia and
hypermedia learning materials.
7C.
Develops simple hypermedia and
multimedia products that apply basic instructional design principles.
7D. Selects appropriate
tools for communicating concepts, conducting research, and solving problems for
an intended audience and purpose.
7E. Identifies
examples of emerging programming, authoring, or problem solving environments.
7F. Collaborates with on‑line workgroups to build bodies of
knowledge around specific topics.
7G. Uses a computer projection device to
support and deliver oral presentations.
7H. Designs and publishes simple on‑line documents that present
information and include links to critical resources.
7I. Develops instructional units that
involve compiling, organizing, analyzing, and synthesizing of information, and
uses technology to support these processes.
7J. Conducts research and evaluates on‑line sources of
information that support and enhance the curriculum.
7K. Makes use of development readings and
other resource materials from professional and trade organizations to improve
teaching and learning.
7L. Participates in courses and other professional development
activities to enhance teaching and learning.
Standard 8: Information Literacy Skills
The competent teacher will develop information literacy skills to be
able to access, evaluate, and use information to improve teaching and learning.
Knowledge
Indicators: The competent
teacher
8A. Understands how to access, evaluate,
and use information to improve teaching and learning.
Performance Indicators: The competent teacher
8B.
Models evaluation and use of
information to solve problems and make decisions.
8C. Expects students to intellectually
access, evaluate, and use information to solve problems and make decisions in
all subject areas.
8D. Structures instruction and designs
learning tasks and assignments to reflect higher-level thinking skills.
8E. Structures
and/or facilitates cooperative learning groups as part of students' tasks and
assignments.