Technology Applications TEKS, 6-8

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) Demonstrate knowledge and appropriate use of operating systems, software applications, communication and networking components. (6) Properly start and shut down a computer; start, compose a document, save as and exit a program. (7) Properly start and shut down a computer; start, compose a document, save as and exit a program. Identify a LAN card and patch cable, log in and log out of a server or a program. Become aware of cables, hubs/switches and servers. (8) Properly start and shut down a computer; start, compose a document, save as and exit a program. Identify a modem and a phone line. Identify a LAN card and patch cable, log in and log out of a server or a program. Become aware of cables, hubs/switches, servers, routers, CSU/DSU, and the T-1 line. (B) Compare, contrast and appropriately use the various input, processing, output and primary/secondary storage devices. (6) Use different input devices, such as a keyboard, mouse, microphone, scanner, digitizing tablet, digital cameras, touch screen and joystick (when available). Identify monitor, printer, projector and speaker where applicable. Identify hard drive icons, network drive icons and identify a floppy drive icon where applicable, a CD icon, physical drive and a zip disk icon. (7) Use different input devices such as a keyboard, mouse, microphone, scanner, digitizing tablet, digital cameras, touch screen and joystick (when available). Identify monitor, printer, projector and speaker where applicable. Identify hard drive icons, network drive icons, floppy drive icon, CD icon, physical drive and a zip disk icon. Open the computers case and identify the microprocessor. (8) Use different input devices, such as a keyboard, mouse, microphone, scanner, digitizing tablet, digital cameras, touch screen and joystick (when available). Identify monitor, printer, projector and speaker where applicable. Identify hard drive icons, network drive icons, floppy drive icon, CD icon, physical drive and a zip disk icon. Open the computers case and identify the microprocessor. (C) Demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness and efficiency. (6) Choose from a variety of applications (word processing, spreadsheet, database, presentation, drawing, html editing, still image editing and scanning) to perform an assigned task. (7) Choose from a variety of applications (word processing spreadsheet, database, presentation, drawing, html editing, still image editing and scanning) to perform an assigned task. (8) Choose from a variety of applications (word processing spreadsheet, database, presentation, drawing, html editing, still image editing and scanning) to perform an assigned task. (D) Delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity. 1 of 13

2 (6) Be able to identify the file format of several different files (ex: html, ppt, doc, txt, rft.) Open files with more than one program if applicable. (7) Save files in cross-platform format (ex: Ms Word to Corel Word Perfect.) Open files with more than one application. (8) Save files in cross-platform format (ex: Ms Word to Corel Word Perfect.) Save files in cross-platform format (ex: Windows to Mac.) (E) Use technology terminology appropriate to the task. (6) Use glossary terms appropriate for the grade level. (See Glossary.) (7) Use glossary terms appropriate for the grade level. (See Glossary.) (8) Use glossary terms appropriate for the grade level. (See Glossary.) (F) Perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing and saving documents. (6) Open an application, compose, modify, save or save as and print a grade-appropriate assignment. (7) Open an application, compose, modify, save or save as and print a grade-appropriate assignment. (8) Open an application, compose, modify, save or save as and print a grade-appropriate assignment. (G) Explain the differences between analog and digital technology systems and give examples of each. (6) Be able to choose between an analog medium and a digital medium. Define or explain the different kinds of machines they come from. (7) Define analog and digital technology, give examples. Tell how they are different and how they are the same. (8) Define analog and digital technology, give examples. Tell how they are different and how they are the same. (H) Use terminology related to the Internet appropriately including, but not limited to, electronic mail ( ), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) pages and Hypertext Markup Language (HTML). (6) Be able to identify the terms from a presentation such as imovie, selected reading or personal observation. Use the terms in the glossary to help define the terms viewed correctly. (7) Use network and Internet glossary terms appropriate for the grade level. (See Glossary.) (8) Use network and Internet glossary terms appropriate for the grade level. (See Glossary.) (I) Compare and contrast LANs, WANs, Internet and intranet. (6) Identify, compare and contrast LANs, WANs, Internet and Intranet. (7) Identify, compare and contrast LANs, WANs, Internet and Intranet. (8) Identify, compare and contrast LANs, WANs, Internet and Intranet. (2) FOUNDATIONS. The student uses data input skills appropriate to the task. The student is expected to (A)Demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk, modem, CD-ROM or joystick. 2 of 13

3 (6) Use a mouse to manipulate objects and to give commands; use a keyboard to enter characters, give commands and select objects. Use a microphone to enter audio data. Use a camera to capture images. Use a scanner to capture an image or text and use a floppy disk to store and recall data. Use a printer to create a hardcopy of a document. Use audio and program CDs correctly. (7) Use a mouse to manipulate objects and to give commands; use a keyboard to enter characters, give commands and select objects. Use a microphone to enter audio data. Use a camera to capture images. Use a flatbed scanner to capture an image or text and use a floppy disk to store and recall data. Use a printer to create a hardcopy of a document. Use audio and program CDs correctly. (8) Use a mouse to manipulate objects and to give commands; use a keyboard to enter characters, give commands, and select objects; use a microphone to enter audio data; use a camera to capture images; use a flatbed scanner to capture an image or text; use a floppy disk to store and recall data; use a printer to create a hardcopy of a document; use audio and program CDs correctly. (B) Demonstrate keyboarding proficiency in technique and posture while building speed. (6) Use proper finger position on keyboard; use proper body position in relation to the computer; type 20 words per minute correctly. (7) Use proper finger position on keyboard; use proper body position in relation to the computer; type words per minute correctly. (8) Use proper finger position on keyboard; use proper body position in relation to the computer; type 20 + words per minute correctly. (C) Use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks. (6) Input data according to accepted keyboarding standards. (See Glossary.) (7) Input data according to accepted keyboarding standards. (See Glossary.) (8) Input data according to accepted keyboarding standards. (See Glossary.) (D) Develop strategies for capturing digital files while conserving memory and retaining image quality. (6) Define digital data files; see how they are different and alike. Note the size of each kind of file. (7) Capture a still image in bmp and jpg formats; compare size and quality. (8) Capture a still image in bmp and jpg formats; compare size and quality. (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) Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods. (6) Discuss copyright laws and fair uses policy; discuss campus-determined method for citing; acquire digital images from the Internet and cite correctly. 3 of 13

4 (7) Discuss copyright laws and fair uses policy; discuss campus-determined method for citing; acquire digital images from the Internet and cite correctly. (8) Discuss copyright laws and fair uses policy; discuss campus-determined method for citing; acquire digital images from the Internet and cite correctly. (B) Demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet. (6) Have a signed Internet Use Agreement (also known as Acceptable Use Policy) on file at the school. Review and follow ECISD acceptable uses policy. (See Appendix.) (7) Have a signed Internet Use Agreement (also known as Acceptable Use Policy) on file at the school. Review and follow ECISD acceptable uses policy. (See Appendix.) (8) Have a signed Internet Use Agreement (also known as Acceptable Use Policy) on file at the school. Review and follow ECISD acceptable uses policy. (See Appendix.) (C) Describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy. (6) Describe the legal and/or district consequences for copyright violations, computer hacking, computer piracy, intentional virus setting, and invasion of privacy. (7) Describe the legal and/or district consequences for copyright violations, computer hacking, computer piracy, intentional virus setting, and invasion of privacy. (8) Describe the legal and/or district consequences for copyright violations, computer hacking, computer piracy, intentional virus setting, and invasion of privacy. (D) Identify the impact of technology applications on society through research, interviews, and personal observation. (6) Present research and list examples of how technology has impacted society. (7) Present research and list examples of how technology has impacted society. (8) Present research and list examples of how technology has impacted society. (E) Demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages. (6) List careers where technology competence is required. Present examples of technology use in daily living and as a life-long learner. (7) List careers where technology competence is required. Present examples of technology use in daily living and as a life-long learner. (8) List careers where technology competence is required. Present examples of technology use in daily living and as a life-long learner. 4 of 13

5 (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) Use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software. (6) Locate and retrieve a file from the building server; locate and browse a specific URL. (7) Locate and retrieve a file from the building server; locate and browse a specific URL. (8) Locate and retrieve a file from the building server; locate and browse a specific URL. (B) Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. (6) Use an appropriate search engine to perform a keyword search and a Boolean search. (See Appendix.) (7) Use an appropriate search engine to perform a keyword search and a Boolean search. (See Appendix.) (8) Use an appropriate search engine to perform a keyword search and a Boolean search. (See Appendix.) (5) INFORMATION ACQUISITION. The student acquired electronic information in a variety of formats, with appropriate supervision. The student is expected to (A) Identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files. (6) Identify icons and/or extensions associated with text files, clipart files, photo images, video clips, and audio files; create and use a file in each format. (7) Identify icons and/or extensions associated with text files, clipart files, photo images, video clips, and audio files; create and use a file in each format. (8) Identify icons and/or extensions associated with text files, clipart files, photo images, video clips, and audio files; create and use a file in each format. (B) Demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs. (6) Play an audio/video CD/DVD; access OPAC (Online Public Access Catalog.) (7) Play an audio/video CD/DVD; access OPAC (Online Public Access Catalog.) (8) Play an audio/video CD/DVD; access OPAC (Online Public Access Catalog.) (C) Use on-line help and other documentation. (6) Access operating system and/or program help files; read a help topic. (7) Access operating system and/or program help files; read a help topic. (8) Access operating system and/or program help files; read a help topic. 5 of 13

6 (6) INFORMATION ACQUISITION. The student evaluates the acquired electronic information. The student is expected to (A) Determine and employ methods to evaluate the electronic information for accuracy and validity. (6) Create and use a set of criteria to evaluate the accuracy and validity of electronic information. (7) Create and use a set of criteria to evaluate the accuracy and validity of electronic information. (8) Create and use a set of criteria to evaluate the accuracy and validity of electronic information. (B) Resolve information conflicts and validate information through accessing, researching, and comparing data. (6) Find and compare data on a particular topic from a variety of sources. (7) Find and compare data on a particular topic from a variety of sources.. (8) Find and compare data on a particular topic from a variety of sources. (C) Demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information. (6) Correctly cite a resource with regard to location and media type. (7) Correctly cite a resource with regard to location and media type. (8) Correctly cite a resource with regard to location and media type. (7) SOLVING PROBLEMS. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to (A) Plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings. (6) Use a word processing program to create and edit a document appropriate to the grade level, using readable fonts, and appropriate alignment, page setup, tabs and ruler settings. (7) Use a word processing program to create and edit a document appropriate to the grade level, using readable fonts, and appropriate alignment, page setup, tabs and ruler settings. (8) Use a word processing program to create and edit a document appropriate to the grade level, using readable fonts, and appropriate alignment, page setup, tabs and ruler settings. (B) Create and edit spreadsheet documents using all data types, formulas and functions, and chart information. 6 of 13

7 (6) Use a spreadsheet program to create and edit a document with data types (characters, numbers, symbols), formulas (+, -, *, /), functions (SUM, AVG, PMT), and chart information (X and Y axis legends, unit of measure.) (7) Use a spreadsheet program to create and edit a document with data types (characters, numbers, symbols), formulas (+, -, *, /), functions (SUM, AVG, PMT), and chart information (X and Y axis legends, unit of measure.) (8) Use a spreadsheet program to create and edit a document with data types (characters, numbers, symbols), formulas (+, -, *, /), functions (SUM, AVG, PMT), and chart information (X and Y axis legends, unit of measure.) (C) Plan, create and edit databases by defining fields, entering data, and designing layouts appropriate for reporting. (6) Use a database program to create and edit a database by defining fields, entering data, and designing a layout for a report appropriate to the grade level. (7) Use a database program to create and edit a database by defining fields, entering data, and designing a layout for a report appropriate to the grade level. (8) Use a database program to create and edit a database by defining fields, entering data, and designing a layout for a report appropriate to the grade level. (D) Demonstrate proficiency in the use of linear projects incorporating text, audio, video, and graphics. (6) Use a presentation program to create a multimedia slide show incorporating text, graphics, audio files, and hyperlinks appropriate to the grade level. (7) Use a presentation program to create a multimedia slide show incorporating text, graphics, audio files, and hyperlinks appropriate to the grade level. (8) Use a presentation program to create a multimedia slide show incorporating text, graphics, audio files, and hyperlinks appropriate to the grade level. (E) Create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats. (6) Use a word processor or html editor to create a document with two or more columns and two text-wrapping styles appropriate to the grade level. (7) Use a word processor or html editor to create a document with two or more columns and two text-wrapping styles appropriate to the grade level. (8) Use a word processor or html editor to create a document with two or more columns and two text-wrapping styles appropriate to the grade level. (F) Differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications. 7 of 13

8 (6) Use a graphic editing program (example: Paint, MacPaint, AppleWorks) to manipulate a graphic; use a pencil, a spray can, a fill tool, and an eraser; insert shapes and text; move and resize objects. (7) Use a graphic editing program (example: Paint, MacPaint, AppleWorks) to manipulate a graphic; use a pencil, a spray can, a fill tool, and an eraser; insert shapes and text; move and resize objects. (8) Use a graphic editing program (example: Paint, MacPaint, AppleWorks) to manipulate a graphic; use a pencil, a spray can, a fill tool, and an eraser; insert shapes and text; move and resize objects. (G) Integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge. (6) Be able to insert a file into a document. The file can be a graphic or a table. (7) Use at least two productivity tools (word processing, spreadsheet, database, presentation, desktop publishing, graphics editing) to create a document appropriate to the grade level. Be able to interchange and use one program product with the other. (8) Use at least two productivity tools (word processing, spreadsheet, database, presentation, desktop publishing, graphics editing) to create a document appropriate to the grade level. Be able to interchange and use one program product with the other. (H) Use interactive virtual environments, appropriate to level, such as virtual reality or simulations. (6) Take a virtual tour on the Internet or use a simulation program or media CD (such as GeoSim for climate simulation) appropriate to the grade level. (7) Take a virtual tour on the Internet or use a simulation program or media CD (such as GeoSim for climate simulation) appropriate to the grade level. (8) Take a virtual tour on the Internet or use a simulation program or media CD (such as GeoSim for climate simulation) appropriate to the grade level. (I) Use technical writing strategies to create products such as a technical instruction guide. (6) Write a How To guide for a piece of hardware or software appropriate to the grade level. (7) Write a How To guide for a piece of hardware or software appropriate to the grade level. (8) Write a How To guide for a piece of hardware or software appropriate to the grade level. (J) Use foundation and enrichment curricula in the creation of products. (6) Use an adopted textbook or other curricular materials to create a digital product appropriate to the grade level. (7) Use an adopted textbook or other curricular materials to create a digital product appropriate to the grade level. (8) Use an adopted textbook or other curricular materials to create a digital product appropriate to the grade level. 8 of 13

9 (8) SOLVING PROBLEMS. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to (A) Participate with electronic communities as a learner, initiator, contributor, and teacher/mentor. (6) Under teacher control, communicate electronically with other individuals at the same site or at remote sites. (7) Under teacher control, communicate electronically with other individuals at the same site or at remote sites. (8) Under teacher control, communicate electronically with other individuals at the same site or at remote sites. (B) Complete tasks using technological collaboration such as sharing information through on-line communications. (6) Under teacher control, communicate data electronically with other individuals at the same site or at remote sites. (7) Under teacher control, communicate data electronically with other individuals at the same site or at remote sites. (8) Under teacher control, communicate data electronically with other individuals at the same site or at remote sites. (C) Use groupware, collaborative software, and productivity tools to create products. (6) Use software that allows for multiple users to access a common application. (7) Use software that allows for multiple users to access a common application. (8) Use software that allows for multiple users to access a common application. (D) Use technology in self-directed activities by sharing products for defined audiences. (6) Use technology to research a grade-appropriate topic and present finding to a group or share to a server. (7) Use technology to research a grade-appropriate topic and present finding to a group or share to a server. (8) Use technology to research a grade-appropriate topic and present finding to a group or share to a server. (E) Integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula. (6) Use each of the following applications to create a grade-appropriate product: word processor, database, spreadsheet, telecommunications, and draw/paint. (7) Use each of the following applications to create a grade-appropriate product: word processor, database, spreadsheet, telecommunications, and draw/paint. (8) Use each of the following applications to create a grade-appropriate product: word processor, database, spreadsheet, telecommunications, and draw/paint. 9 of 13

10 (9) SOLVING PROBLEMS. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to (A) Design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product. (6) Use a piece of software to create a timeline or outline of a project. (7) Create a timeline of tasks in a software program; use the timeline to measure task completion appropriate for grade level topics. (8) Create a timeline of tasks in a software program; use the timeline to measure task completion appropriate for grade level topics. (B) Resolve information conflicts and validate information through research and comparison data. (6) For appropriate grade level topics, resolve information conflicts by finding supporting data. (7) For appropriate grade level topics, resolve information conflicts by finding supporting data. (8) For appropriate grade level topics, resolve information conflicts by finding supporting data. (10) COMMUNICATION. The student formats digital information for appropriate and effective communication. The student is expected to (A) Use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures or reports. (6) Use productivity software to create a product (such as a slide show, a poster, a multimedia presentation, a newsletter, a brochure, or a report) for a defined audience. (7) Use productivity software to create a product (such as a slide show, a poster, a multimedia presentation, a newsletter, a brochure, or a report) for a defined audience. (8) Use productivity software to create a product (such as a slide show, a poster, a multimedia presentation, a newsletter, a brochure, or a report) for a defined audience. (B) Demonstrate the use of a variety of layouts in a database to communicate information appropriately, including horizontal and vertical layouts. (6) Create a database project with an easy to read layout. (7) Use a database program to create a variety of reports, appropriate to the grade level, in different layouts. (8) Use a database program to create a variety of reports, appropriate to the grade level, in different layouts. (C) Create a variety of spreadsheet layouts containing descriptive labels and page settings. (6) Create a spreadsheet with one clear layout using an example. 10 of 13

11 (7) Use a spreadsheet program to create a chart, appropriate to the grade level, in two formats including descriptive labels using an example. (8) Use a spreadsheet program to create a chart, appropriate to the grade level, in two formats including descriptive labels using an example. (D) Demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate. (6) Demonstrate appropriate use of fonts, styles, and sizes as well as effective uses of graphics and page design in a product appropriate to grade level. (7) Demonstrate appropriate use of fonts, styles, and sizes as well as effective uses of graphics and page design in a product appropriate to grade level. (8) Demonstrate appropriate use of fonts, styles, and sizes as well as effective uses of graphics and page design in a product appropriate to grade level. (E) Match the chart style to the data when creating and labeling charts. (6) Match the chart style to data when creating and labeling charts appropriate to grade assignments. (7) Match the chart style to data when creating and labeling charts appropriate to grade assignments. (8) Match the chart style to data when creating and labeling charts appropriate to grade assignments. (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, Internet documents, and video. (6) Produce a grade-appropriate product in two of the following formats: print, monitor display, html document, VHS tape, or other electronic media. (7) Produce a grade-appropriate product in two of the following formats: print, monitor display, html document, VHS tape, or other electronic media. (8) Produce a grade-appropriate product in two of the following formats: print, monitor display, html document, VHS tape, or other electronic media. (B) Design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics. (6) Design and create an interdisciplinary multimedia presentation, for a defined audience appropriate to the grade level, which includes audio, video, text, and graphics. (7) Design and create an interdisciplinary multimedia presentation, for a defined audience appropriate to the grade level, which includes audio, video, text, and graphics. 11 of 13

12 (8) Design and create an interdisciplinary multimedia presentation, for a defined audience appropriate to the grade level, which includes audio, video, text, and graphics. (C) Use telecommunications tools for publishing, such as Internet browser, videoconferencing, or distance learning. (6) Use an html editor to create an html document that could be published on the school intranet. (7) Use an html editor to create an html document that could be published on the school intranet. (8) Use an html editor to create an html document that could be published on the school intranet. (12) COMMUNICATION. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to (A) Design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools. (6) Create a project with a six weeks timeline for completion. (7) Use a software application that contains a calendar (such as a word processor or project management tool) to create a timetable for the following tasks: brainstorming, development, completion, and evaluation of a product appropriate to the grade level. (8) Use a software application that contains a calendar (such as a word processor or project management tool) to create a timetable for the following tasks: brainstorming, development, completion, and evaluation of a product appropriate to the grade level. (B) Determine and employ technology specifications to evaluate projects for design, content deliver, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics. (6) NA (7) Establish and employ a set of design criteria (12B), evaluate student products, choose products which best exemplify the desired outcome, and store the product electronically (on VHS tape, CD, diskette, etc.) (8) Establish and employ a set of design criteria (12B), evaluate student products, choose products which best exemplify the desired outcome, and store the product electronically (on VHS tape, CD, diskette, etc.) (C) Select representative products to be collected and stored in an electronic evaluation tool. (6) Using established criteria (12B), evaluate student products, choose products which best exemplify the desired outcome, and store the product electronically (on VHS tape, CD, diskette, etc.) (7) Using established criteria (12B), evaluate student products, choose products which best exemplify the desired outcome, and store the product electronically (on VHS tape, CD, diskette, etc.) (8) Using established criteria (12B), evaluate student products, choose products which best exemplify the desired outcome, and store the product electronically (on VHS tape, CD, diskette, etc.) 12 of 13

13 (D) Evaluate the product for relevance to the assignment or task. (6) Evaluate product content for relevance to stated topic. (7) Evaluate product content for relevance to stated topic. (8) Evaluate product content for relevance to stated topic. 13 of 13