Master.ISTE.NETSbasedICT-IT.curriculum-2010 edition-edited

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Content and Achievement Standards, Curriculum Outlines

Grades k–12 Benchmarks, and Learning Outcomes
By Sean T. Moroney M.Ed.
2010 Edition

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Acknowledgements:
Author and Editor: Sean T. Moroney M.Ed., ICT Coordinator ICT/IT Dept.
Sources of materials, guidelines:
The International Society for Technology Education (ISTE)
The International Baccalaureate Program (World IB)
The Computer Science Teachers Association (CSTA)
The Virginia State Department of Education
The Massachusetts State Department of Education

IT/ICTCOMPUTER STUDIES PROGRAM PHILOSOPHY AND GOALS

Our aim is to support student learning via the use of the tools of technology throughout the educational community.
The primary focus is on developing and equipping students with a foundational computing skill-set, which
empowers their ability to use the tools of technology for success as lifelong learners.
The basic goals of the computer studies program are to:

! Address the needs of students who enter school at varying degrees of proficiency.
! Equip all students with a foundation of core skills necessary for using technology as a tool for life-long
learning and communication.
! Expose students to a wide variety of technology tools to meet these aims.
! Empower students in the continual exploration and use of an array of information technology tools for
research, self-expression, communication and collaboration, creation, and invention,

IT/ICTCOMPUTER STUDIES PROGRAM OVERVIEW

The IT/ICT computer studies program is built in alignment with the International Society of Technology National
Educational Technology Standards. This framework of standards has been adopted or is referenced by a majority of
the American state departments of education, and by a number of schools systems internationally.

Students begin the IT/ICT computer studies program in the lower grades (k-5) by becoming acquainted with the
computer, its related parts, and basic functions of both hard and software. In accordance with developmentally
appropriate standards and the school ESL's they begin to build a core skills foundation; working with the computer
and learning such basics such as lab etiquette, ergonomics, observing safe computing and online practices,
keyboarding/touch typing, and how to work with the desktop, typing, office productivity, and paint programs and
other common software applications.

In the middle grades (6-8), students spend as much time learning how the computer works as they do working with
the computer. The focus of instruction maintains and builds upon the foundation of core skills through more project
based learning activities. Greater emphasis is put on academic aspects of the subject and studies are undertaken of
the history and social impact of information technologies (I.e. computers) on human culture. Introduction of various
tools for research, and communication (school wiki, and personal websites), and self-expression are introduced to
promote greater independence in learning.

In the upper grades (9-12) students whom elect to further study IT/ICT are exposed to a wider array of tools and
applications for use in information technology. They further study the global impact of the “digital revolution or


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renaissance” and current emerging technology trends in society. There is a concentration on the application of
specific hard and software tools for self-expression and the communication of ideas via the development cycle.
Through this process, students demonstrate their proficiency via the design and completion of numerous projects
e.g., digitally publishable media, web content, programming, and multi-media creation. It is expected that students
who've completed these studies will have mastered the understanding and use of a basic foundation of IT/ICT tools
and possess the ability to not only to apply these skills in the “real world” but can use them to continue to
independently learn and communicate throughout their lives.

MEANS OF ASSESMENT
Depending on the age and range of developmental ability IT/ICT program students will be evaluated using
formative and summative methods. Some examples of this are:

! Consistent, general teacher observation of classroom participation during learning activities
! Ability to successfully learn, identify and operate a computer, its' component parts and applications
connected to its use i.e., school systems, the intra and internet.
! Evaluation of ability to produce outcomes with varied and developmentally appropriate content in lab work,
homework and projects such as weekly logging of classroom experiences.
! Measure of progress though objective testing e.g., typing accuracy and speed (adjusted words per minute),
chapter quizzes, and comprehension tests and exams.
! Evaluation through “authentic” assessment modes such as personal electronic portfolios.

ISTE/NETS STANDARDS FOR EDUCATIONAL TECHNOLOGY FOR ALL STUDENTS (current to 2007)

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
identify trends and forecast possibilities.
d
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others. Students:
a. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
b.
develop cultural understanding and global awareness by engaging with learners of other cultures.

c. contribute to project teams to produce original works or solve problems.

d. process data and report results.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.


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b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.

c. evaluate and select information sources and digital tools Based primarily on the appropriateness
to specific tasks.
d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
understand and use technology systems.
a.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
transfer current knowledge to learning of new technologies
d.

Curriculum Outlines and Learning Outcomes Performance Benchmarks Indicators
What follows is a K-12 presentation of the current IT/ICT computer studies curriculum. It should be
understood that this curriculum is dynamic and destined to change with the needs, demands and flux in the
swiftly changing milieu of information technology and emerging best practices in education. However, in its
present form, each set of grade levels are presented first with a NETS profile of information and


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communication foundational technology skill exemplars for the grade level. All students are expected to have
mastered theses skills upon completing that grade. Presented immediately after are grade level inventory
tables with annotated aligned standards, outlining the learning outcome performance indicators, methods of
instruction, assessment, and relevant teaching resources used in the IT/ICT computer studies curricula.

Grades PRE K – 2 ISTE NETS instructional profile exemplars

The following experiences with technology and digital resources are examples of learning activities in which
students might engage during PK–Grade 2 (ages 4–8):

1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (NETS#: 1,2)

2. Identify, research, and collect data on an environmental issue using digital resources and propose a
developmentally appropriate solution. (NETS#: 1, 3, 4)

3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.
(NETS#: 2, 6)

4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a
curriculum area. (NETS#: 1, 2, 6)

5. Find and evaluate information related to a current or historical person or event using digital resources. (NETS#:
3)

6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants
and animals. (NETS#: 1, 3, 4)

7. Demonstrate the safe and cooperative use of technology. (NETS#:5)

8. Independently apply digital tools and resources to address a variety of tasks and problems.( NETS#: 4, 6)

9. Communicate about technology using developmentally appropriate and accurate terminology. (NETS#: 6)

10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and
Web sites. (NETS#:6)

Kindergarten Information & Communication Technology Skills Mastery Benchmarks
Kindergarten IT/ICT curriculum objectives and outcomes are based on the International Society for
Technology Education (ISTE) National Educational Technology Standards (NETS) frameworks. They
are devised to introduce kindergartners to computing as a learning tool and to help them develop
healthy computing practices. From an instructional standpoint the primary aims are to teach the
students the main parts of hardware and software and to facilitate them interacting with educational
technology.

Key to acronyms in these tables: NETS# = the number of the actual National Educational Technology Standard IPE# =the
grade level instructional profile exemplar number
Outcomes: IT/ITC Kindergarten Instructional Measure of assessment Resource(s),
Program performance benchmark methodology tools
indicators; based on these by the
completion of Kindergarten students


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will:
1) Learn healthy computing habits and Teacher presentation and Observation by teacher Lab equipment,
lab behavior etc., keeping oneself and demonstration, hands-on of student performance new and old
computing parts safe, handling input activities, some computer
devices gently, no liquids, food or multimedia resources. hardware
"outside activities" (running, shouting)
in the lab, maintaining correct chair whiteboard,
placement, posture, and attitude. markers
(NETS # 5,6 -K-2 IPE# 7,8,9)
2) Learn the basic parts and names of Teacher presentation and observation by teacher new and old
the computer. (NETS # 5,6 -K-2 IPE# demonstration, software of student performance, computer
7,8,9) applications. use of time. hardware
Student demonstration whiteboard,
Brief written markers
assessment quizzes
3) Learn how to move and manipulate a Interactive lab “hands on Written comprehension Lab computer
mouse and keyboard (NETS # 5,6 -K- activities”, teacher test, demonstration of hard and
2 IPE# 7) presentation and skills by students, software
demonstration. observation and
evaluation of student teacher created
performance by teacher. test.
4) Learn the keys and basic principles Teacher presentation and Observation and Lab computer
of keyboarding typing", spacing and demonstration, follow up evaluation of student hard and
formatting keys, and be able to direct 1 to 1 student performance by teacher software.
accurately type their name and type 5 support during learning
words per minute or more by the end of activity demonstration of skills
Kindergarten. . (NETS # 5,6 -K-2 IPE# by students,
7,8)
5) Be able to navigate the desktop and Teacher presentation and demonstration of Lab computer
identify, and open programs using demonstration, interactive skills by students, hard and
icons and/or menus. (NETS # 5,6 -K-2 lab “hands on activities”. observation and software
IPE# 2,5, 7,8,9) evaluation of student teacher created
performance by teacher. test. LCD
projector,
screen
6) Identify, and open a word processing Teacher presentation and observation by teacher Lab software
program and be able to open/create a demonstration of student performance, e.g., M.S. Word
file and type text using a word production of LCD projector,
processor (NETS # 5,6 -K-2 IPE# follow up direct 1 to 1 documents. screen, printer
7,8,9) student support during
learning activity

Mastery of these skills and achievement of these outcomes will determine students' readiness to progress to
working towards reaching grade one IT benchmarks and goals.

IT/ICT Grade 1 Technology & Communication Technology Skills Mastery Benchmarks


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Grade one IT/ICT curriculum objectives and outcomes are also based on ISTE National Educational
Technology Standard (NETS) frameworks They are devised to support students approaching
computing as a learning tool and to help them continue developing healthy computing practices. From
an instructional standpoint the primary aims are to teach the students the main parts of hardware and
software and to facilitate them interacting with educational technology.

Outcomes: IT/ICT Grade 1 Instructional Measure of assessment Resource(s), tools
Program performance benchmark methodology
indicators; based on these by the
completion of grade 1 students will:
1) Know healthy computing habits and Teacher review and Observation by teacher Lab equipment,
lab behavior. (NETS # 5,6 -K-2 IPE# presentation and of student performance computer hardware
7,8,) demonstration, some
multimedia resources. keyboard training
software
Student Question and
answer session
2) Understand and begin to use Teacher presentation and observation and Lab equipment,
computers as tools for learning and demonstration, software evaluation of student computer hard and,
creating as opposed to toys for applications. performance by teacher, software
entertainment. (NETS# 1,2,3,4,5,6, use of time.
IPE# 7, 8,) Basic student projects;
writing and drawing
3) Know all basic parts of a computer Interactive lab “hands on observation and Lab computer
and be able to identify them verbally activities”, teacher evaluation of student hard and software
(NETS # 5,6 IPE# 9) presentation and performance by teacher. brief teacher
demonstration, ID demonstration of created written
exercises, games knowledge, assessment (quiz).
skill, by students
4) Learn how to power on and off all teacher presentation and observation and Lab computer
computer components and peripherals demonstration; Interactive evaluation of student hard and software.
e.g., the monitor. (NETS # 5,6 IPE# 7, lab “hands on activities”, performance by teacher
9)
5) Know and apply the basic principles Teacher presentation and Completion of assigned Lab computer
of keyboarding and entry level demonstration, interactive activities and hard and software
typing the concept of “home row” hand lab hands on application production of teacher created
placement on the keyboard, be able to and activities typing documents etc., test. LCD
accurately type 8 words per minute or exercises, observation and projector, screen
more by the end of grade one. (NETS # use of multimedia evaluation of student
5,6 IPE# 7,8,9,10) resources, software performance by teacher


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6) Identify and know how to navigate Teacher presentation and Teacher observation of Lab computer
their way around GUI (Graphical User demonstration, interactive student performance, hard and software,
Interface i.e.,” windows" and "icons") lab “hands on activities”. completion of activities, keyboard training
desktop and standard objects on it e.g., demonstration of sites,
program icons, start/shutdown menu. knowledge, teacher created
(NETS # 5,6 IPE# 7,8, 9,10 ) skill, by students tests.

7) Know how to open and work with a Teacher presentation and Completion of assigned Lab software e.g.,
basic draw program e.g., MS Paint or demonstration, follow up activities and MS Paint or Kid
Kid Pix. ( NETS#: 1,5,6 -K-2 IPE# direct 1 to 1 student production of Pix, LCD
2,5,7,8) support during learning documents etc., projector, screen
activity observation and
evaluation of student
performance by teacher

8) Understand, function of, identify, Teacher presentation and completion of assigned Lab computer
and open a word processing document demonstration, interactive activities and hard and software,
and be able to open/create a file and lab “hands on activities”. production of LCD projector,
type text using a word processor and Multimedia resources, documents etc., screen
then print the document or file (NETS software observation and
# 5,6 -K-2 IPE# 2, 5, 7,8,9) Teacher presentation and evaluation of student
demonstration, follow up performance by teacher
direct 1 to 1 student
support during learning
activity
9) Know what a graph and spreadsheet Teacher presentation and Completion of assigned Lab hard and
is and be able to create one with instruction of software activities and evaluation software e.g.,
teacher assistance techniques, introduction to of student performance Graphing Club, or
(# 3, 4,5, 6) software tutors, lab by teacher similar
learning activities introductory
applications
10) Know how to name and save their Teacher presentation and completion of assigned Lab software e.g.,
file to a pre-made folder and then demonstration, follow up activities and Windows OS,
locate and open a previously created direct 1 to 1 student production of LCD projector,
file, and edit and/or append it by support during learning documents etc., screen
writing new words or modifying activity observation and
it. (NETS#: 1,6, IPE# 7,9,10) evaluation of student
11) Identify and with assistance, be Teacher presentation and Observation and Lab software e.g.
able use an Internet browser to work demonstration, follow up evaluation of student MS Internet
with specific online applications: e.g., direct 1 to 1 student performance by teacher Explorer, Firefox
educational games, typing sites, search support during learning internet browsers,
engines (NETS#: #3,5,6, IPE# 7,9,10) activity www sites, LCD
projector, screen

working towards reaching grade two IT benchmarks and goals.


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Grade 2 Information & Communication Technology Skills Mastery Benchmarks

Grade two IT/ICT curriculum objectives and outcomes are again based on ISTE National Educational
Technology Standard (NETS) frameworks. They are aimed at further fostering students' ability to
develop and apply healthy computing practices and etiquette. The chief instructional goals are to
continue instructing students in knowing better how to operate, computing technologies while
supporting their ability to self- instruct and learn independently as they gradually acquire higher order
thinking skills..

Outcomes: IT/ICT Grade 2 Instructional Measure of assessment Resource(s),
program performance benchmark methodology tools
indicators; based on these by the end
of year two students will:
1) Know and practice healthy Teacher review and Direct observation by Lab equipment,
computing habits and etiquette presentation and teacher of student computer
(NETS#: 5,6 , IPE# 7,8,9 ) demonstration, some performance hardware
multimedia resources.
keyboard
training
software
2) Understand and apply computers as Teacher presentation and Direct observation by Lab computer
tools for learning and creating demonstration, software teacher of student hard and,
(NETS#: 1,2,3, 4,5,6, , IPE# 7,8,9) applications. performance, use of software
time.
Student use of technology
for school assignments;
writing, creating.
3) Know all basic parts of a computer Interactive lab “hands on Written comprehension Lab computer
and be able to correctly plug in and activities”, teacher test, demonstration of hard and
connect them together. (NETS # 5, 6 , presentation and skills by students, software
IPE# 7,9,10) demonstration. observation and
evaluation of student teacher created
performance by teacher. test.
4) Learn how to power on and off all Interactive lab “hands on observation and Lab computer
computer components and peripherals activities”, teacher evaluation of student hard and
e.g., the monitor. (NETS # 5,6, IPE# presentation and performance by teacher software.
7,9,10) demonstration
5) Identify and understand the GUI Teacher presentation and observation by teacher Lab computer
(Graphical User Interface i.e.,” demonstration, interactive of student performance, hard and
windows" and "icons") desktop and lab “hands on activities”. completion of activities software
standard objects on it e.g., program and production of teacher created
icons, start/shutdown menu and be able documents etc. test. LCD
to independent open and use a variety projector,
of applications (#5,6 , IPE# 7,9,10) screen
6) Understand functions of and be able Teacher presentation and completion of assigned Lab computer
to use basic input and output devices: demonstration, interactive activities and hard and
keyboard and mouse i.e., keys and lab “hands on activities”. production of software,


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buttons. (NETS # 5,6) documents etc., keyboard
Multimedia resources, observation and training sites,
software evaluation of student teacher created
performance by teacher tests.
7) Know and apply the basic principles Teacher presentation and completion of assigned Lab computer
of keyboarding and entry level demonstration, interactive activities and hard and
typing the concept of “home row” hand lab “hands on activities”. production of software, LCD
placement on the keyboard, goal of documents etc., projector,
"touch typing", spacing and formatting Multimedia resources, observation and screen
keys, and be able to accurately type 10 software evaluation of student
words per minute or more by the end of performance by teacher
grade two. (NETS # 5,6, IPE# 7,8)
8) Understand, the function of, identify, Teacher presentation and completion of assigned Lab software
and open a word processing document demonstration, follow up activities and e.g., M.S. Word
and be able to open/create a file and direct 1 to 1 student production of LCD projector,
type text using a word processor, name, support during learning documents etc., screen
save and then print the document or activity observation and
file ( NETS # 5,6 IPE# 8,9,10) evaluation of student
9) Understand spreadsheets their Teacher presentation and Completion of assigned Lab hard and
relation to graphing and be able to instruction of software activities and evaluation software e.g.,
develop one using teacher provided techniques, introduction to of student performance Graphing Club,
data. (# 3, 4,5, 6) software tutors, lab by teacher MS excel,
learning activities Google Docs.,
spreadsheets.
10) Identify and with assistance, be Teacher presentation and Observation and Lab hardware,
able access, compose and receive web- demonstration, follow up evaluation of student internet
based (school) email with peers (NETS direct 1 to 1 student performance by teacher connection,
# 5,6 support during learning browser, LCD
IPE# 3,7) activity projector,
screen

working towards reaching grade 3 IT benchmarks and goals.

Grades 3 – 5 ISTE/NETS instructional profile exemplars
students might engage during Grades 3–5 (ages 8–11):

1. Produce a media-rich digital story about a significant local event based on first-person interviews. (NETS#: 1, 2,
3, 4)

2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (NETS#: 1, 2,
6)

3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher.
(NETS#: 3, 4)


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4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses.
(NETS#: 3, 4, 6)

5. Identify and investigate a global issue and generate possible solutions using digital tools and resources.
(NETS#: 3, 4)

6. Conduct science experiments using digital instruments and measurement devices. (NETS#: 4, 6)

7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher
support. (NETS#: 4, 6)

8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (NETS#: 5)

9. Debate the effect of existing and emerging technologies on individuals, society, and the global community.
(NETS#: 5, 6)

10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and
software problems. (NETS#: 4, 6)

Grades 3 Information & Communication Technology Skills Mastery Benchmarks
Grade three curriculum objectives are once more, based on the ISTE -IT/ICT National Educational
Technology Standard frameworks. They are aimed at further fostering students' ability to develop and apply
healthy computing practices and etiquette. The chief instructional goals are to continue instructing students
in knowing better how to operate, computing technologies while supporting their ability to independently
self- instruct and learn as they acquire higher order thinking skills..

IT/C Grade 3 Program performance Instructional methodology Measure of assessment Resource(s), tools
benchmark indicators

1) Practice and maintain healthy Teacher review and Direct observation and Lab equipment,
computing habits and etiquette. (NETS#: reinforcement demonstration, evaluation by teacher of computer hardware
5,6 , IPE# 8 ) some multimedia resources student practices LAB rules
brief written abridged AUP copies,
comprehension test, LCD projector screen
2) Be able to independently identify Teacher presentation and Observation by teacher Lab computer hard
machine parts and perform basic essential demonstration, follow up of student performance, and, software, LCD
tasks such as powering them on and off. direct 1 to 1 student support use of time projector screen
(NETS# 1,5,6 IPE#10) during learning activity
3) Be able to successfully log-on to the Teacher presentation and Written comprehension Lab computer
school network (NETS# 1,5,6 IPE#10) demonstration. Lab and test, demonstration of hard and software
home assignments skills by students, online activities and
Interactive lab “hands on observation and web quests and
activities” evaluation of student teacher created tests.
4) Be able to create directories and Teacher presentation and observation and Lab computer
folders and save then retrieve, and edit or demonstration, follow up evaluation of student hard and software,
modify files to and from them. direct 1 to 1 student support performance by teacher e.g., Windows OS..


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(NETS#1,3,4,5,6 IPE#,4,7) during learning activity
5) Know and apply the basic principles of Teacher presentation and Testing and tracking of Lab computer
keyboarding using “home row” hand instruction of techniques, progress with hard and software
placement on the keyboard and related introduction of instructional keyboarding/typing keyboard/typing
techniques working towards "touch software, lab practice sessions software software, e.g.,
typing", and be able to accurately type 12 Direct observation by learn2type.com,
words per minute or more by the end of teacher of student Mavis Beacon.
grade 3. (NETS# 1,5,6 IPE#4,7)) performance, LCD projector, screen
completion of activities
and production of
documents etc.
6) Identify, understand, the function of, Teacher presentation and Teacher evaluation of Lab computer
and independently access a word instruction of techniques, student performance hard and software,
processing program to open/create a file introduction of instructional Completion of assigned e.g., MS Word. LCD
and type text and then name, save, and software, lab practice sessions activities and production projector, screen
print the document (NETS # 1, 2,5,6 of documents etc.,
IPE#2,4,7) observation and
7) Understand what spreadsheet and Teacher presentation and Completion of Lab hard and
graphs are is be able to create them instruction of software assigned activities and software e.g.,
these using data from diverse sources . techniques, introduction to evaluation of student Graphing Club, MS
(# 3, 4,5, 6) software tutors, lab performance by excel, Google Docs.,
learning activities teacher spreadsheets.
8 )Understand the connection between Teacher presentation and Completion of assigned Lab hard and software
digital cameras, scanners and computers demonstration, direct support activities and evaluation e.g.,
and be able to begin working with them in of students during learning of student performance digital camera
tandem. (NETS#1,3,6 IPE#2,4,7) activity. by teacher
9) Be able to understand related risks of Teacher presentation and completion of assigned Lab software e.g.,
working on the WWW and successfully demonstration, direct support activities and production Firefox MS IE,
pass the "Internet safety knowledge" test. of students during learning of documents etc., internet browser, www
(NETS #3,5,6 IPE#2,4,7) activity. observation and site LCD projector,
evaluation of student screen
10) Be able to independently use an Teacher presentation and Observation and Lab software e.g.,
Internet browser to go specific demonstration, follow up evaluation of student Firefox MS IE,
intranet/WWW locations e.g., age level direct 1 to 1 student support performance by teacher internet browser, www
educational sites and search engines. during learning activity site LCD projector,
(NETS#3,5,6,) screen
11) Be able to understand with assistance, Teacher presentation and Completion of assigned Lab hard and software
managing and using an email account demonstration, direct support activities, observation e.g., school web mail,
application e.g., successfully, log-on, of students during earning and evaluation of student LCD projector, screen
navigate, address, send and receive email. activity. performance by teacher
(NETS# 5,6)
working towards reaching grade 4 IT/ICT benchmarks and goals.

Grades 4 Information & Communication Technology Skills Mastery Inventory

Grade four IT/ICT curriculum objectives are also based on the ISTE National Educational Technology
Standard frameworks. In grade four there is greater focus on learning how the tools of technology are used
for learning, self expression, and critical inquiry across the curriculum. The main instructional goals are


1
having students augment and build upon existing skill sets which support and broaden their independent
learning ability, inquiry and higher order thinking skills.

Outcomes: IT/ICT Grades 4 Instructional Measure of assessment Resource(s), tools
Program performance benchmark methodology
indicators based on these students
will:
1) Be able to practice "appropriate Teacher presentation and Written comprehension Copies of AUP,
use" of IT/ICT technologies (i.e., demonstration, reading test, observation and Lab equipment,
computers) is in the lab school and and review of school evaluation of by teacher computer
elsewhere. (# 5,6) acceptable use policy. of student practices hardware
AUP copies,
LCD projector
screen
2) Know and be able to put perform Teacher presentation and Written comprehension Lab computer
basic troubleshooting of hardware demonstration. Lab and test, demonstration of hard and,
and software application problems home assignments skills by students, software, LCD
e.g. knowing about equipment Interactive lab “hands on observation and projector screen
connections and saving and escaping activities” evaluation of student teacher prepared
from frozen applications. (# 1, 2,5,6) performance by teacher tests
3) Be able to navigate to, log-on, Teacher presentation and Written comprehension Lab computer
access, save and retrieve, or send demonstration, follow up test, demonstration of hard and software
and receive files to and from direct 1 to 1 student skills by students, online activities
directories using a personal account support during learning observation and and web quests
-through school and in related activity evaluation of student and teacher
technological contexts e.g., a school performance by teacher created tests.
Information system or portal, a user
account on a home computer. (# 1, 2,
3,5,6)
4) Understand, identify, and use the Teacher presentation and Observation by teacher Lab computer
correct program/application for instruction of techniques, of student performance, hard and software,
creating or editing a graphic. (# 3, 4, direct support of students completion of activities e.g., paint,
5,6) during learning activity. and production of graphics
graphics etc. programs.
5) Be able to integrate researched Teacher presentation and Observation by teacher Lab computer
and collected data, as well created instruction of techniques, of student performance, hard and software
and edited information into a introduction of completion of activities keyboard/typing
multimedia presentation. (# 3, 4, instructional software, lab and production of software, e.g.,
5,6) practice sessions PowerPoint presentation PowerPoint
or related application. LCD projector,
screen
6) be able to accurately type 15 Review of keyboarding Testing and tracking of Lab computer
adjusted words per minute (AWPM) and typing techniques, lab progress with hard and software
by the end of grade 5 (# 5,6) practice sessions keyboarding/typing keyboard/typing
software, student kept software, e.g.,
logs, observation by learn2type.com,
teacher of student and similar Mavis
performance, Beacon.
completion of activities LCD projector,
and production of screen


1
documents etc.
7) Know and be able to apply Teacher presentation and completion of assigned Lab computer
intermediate document processing instruction of software activities and production hard and software,
techniques by creating weekly class techniques, lab learning of documents etc., e.g., MS Word ,
logs and using key commands and activities observation and notepad, LCD
shortcuts, margin settings, evaluation of student projector, screen
integration of graphics, and tables in performance by teacher
processing and then learn how to
how to save in different formats e.g.,
plain text files. (# 3, 4,5, 6)
8) Understand what a spreadsheet Teacher presentation and Completion of assigned Lab hard and
and graph is and how be able to instruction of software activities and evaluation software e.g., MS
develop one using teacher provided techniques, introduction to of student performance excel,
data. software tutors, lab by teacher spreadsheets.
(# 3, 4,5, 6) learning activities
9) Be able to collaborate with peers, Teacher presentation and Completion of assigned Lab hard and
teachers and others on technology instruction. activities and evaluation software e.g.,
related projects. (# 2, 3,5,6,) of student performance school web mail,
by teacher LCD projector,
screen
10) Understand what the internet / Teacher presentation and Completion of assigned Lab software e.g.,
www is and how to use it safely and demonstration, direct activities and production Firefox MS IE,
ethically, by demonstrating basic support of students during of documents etc., internet browser,
proficiency in the location and use learning activity. observation and various www
of search engines, graphical archives evaluation of student sites, search
and subject or content specific sites performance by teacher engines, LCD
(#3, 4,5 6,) projector, screen
11) Know how to use the Teacher presentation and Completion of assigned Lab software e.g.,
internet/www web for demonstration, direct group or partner Firefox MS IE,
communication and collaboration support of students during activities, successful internet browser,
using e-mail, messaging, wikis, learning activity. evaluation of student school web mail,
websites and related technologies performance sending an www sites, LCD
i.e., virtual environments, school and receipt of mail by projector, screen
information systems or portals, teacher
blogs or forums, via a user account
on a home computer (VLE's.) (#1, 3,
4,5 6,)


Grade five IT/ICT curriculum objectives are also based on the ISTE NETS National Educational Technology
Standard frameworks. Emphasis is given in grade five to how the tools of technology work, and are used for
learning, self expression, and critical inquiry across the curriculum. The main goals of instruction are having
students exercise and expand their foundational skills through exploration, creation, collaboration and
invention. The shift towards independent learning is cultivated with the goal of growing critical inquiry
abilities.

IT/ICT Grades 5 Program Instructional Measure of assessment Resource(s), tools
performance benchmark methodology


1
will:
1) Be able to explain and practice Teacher presentation and Written comprehension Copies of AUP,
"appropriate use" of IT/ICT demonstration, reading test, observation and Lab equipment,
technologies (i.e., computers) is in and review of school evaluation of by teacher computer
the lab school and elsewhere. (# 5,6) acceptable use policy. of student practices hardware
AUP copies,
LCD projector
screen
2) Know and be able to put perform Teacher presentation and Written comprehension Lab computer
basic troubleshooting of hardware demonstration. Lab and test, demonstration of hard and,
and software application problems home assignments skills by students, software, LCD
e.g. knowing about equipment Interactive lab “hands on observation and projector screen
connections and saving and escaping activities” evaluation of student teacher prepared
from frozen applications. (# 1, 2,5,6) performance by teacher tests
3) Be able to navigate to, log-on, Teacher presentation and Written comprehension Lab computer
access, save and retrieve, or send demonstration, follow up test, demonstration of hard and software
and receive files to and from direct 1 to 1 student skills by students, online activities
directories using a personal account support during learning observation and and web quests
-through school and in related activity evaluation of student and teacher
technological contexts e.g., a LAN performance by teacher created tests.
share-drive, email, school
information system or portal, blog or
forum, via a user account on a home
computer. (# 1, 2, 3,5,6)
4) Understand, identify, and use the Teacher presentation and Observation by teacher Lab computer
correct program/application for instruction of techniques, of student performance, hard and software,
creating or editing a graphic. (# 3, 4, direct support of students completion of activities e.g., paint,
5,6) during learning activity. and production of graphics
graphics etc. programs.
5) Be able to integrate researched Teacher presentation and Observation by teacher Lab computer
and collected data, as well created instruction of techniques, of student performance, hard and software
and edited information into a introduction of completion of activities keyboard/typing
multimedia presentation. (# 3, 4, instructional software, lab and production of software, e.g.,
5,6) practice sessions PowerPoint presentation PowerPoint
or related application. LCD projector,
screen
6) be able to accurately type 18 Review of keyboarding Testing and tracking of Lab computer
adjusted words per minute (AWPM) and typing techniques, lab progress with hard and software
by the end of grade 5 (# 5,6) practice sessions keyboarding/typing keyboard/typing
software, student kept software, e.g.,
logs, observation by learn2type.com,
teacher of student and related.
performance, LCD projector,
completion of activities screen
and production of
documents etc.
7) Know and be able to apply Teacher presentation and completion of assigned Lab computer
intermediate document processing instruction of software activities and production hard and software,
techniques by creating weekly class techniques, lab learning of documents etc., e.g., MS Word ,


1
logs and using key commands and activities observation and notepad, LCD
shortcuts, margin settings, evaluation of student projector, screen
integration of graphics, and tables in performance by teacher
processing and then learn how to
how to save in different formats e.g.,
plain text files. (# 3, 4,5, 6)
8) Create spreadsheets and graphs Teacher presentation and Completion of assigned Lab hard and
using a variety of data sources to instruction of software activities and evaluation software e.g., MS
present and explain information in techniques, introduction to of student performance excel
various contexts (Science, social software tutors, lab by teacher spreadsheets.
Studies) learning activities
(# 3, 4,5, 6)
9) Be able to collaborate with peers, Teacher presentation and Completion of assigned Lab hard and
teachers and others on technology instruction. activities and evaluation software e.g.,
related projects. (# 2, 3,5,6,) of student performance school web mail,
by teacher LCD projector,
screen
10) Understand what the internet / Teacher presentation and Completion of assigned Lab software e.g.,
www is and how to use it safely and demonstration, direct activities and production Firefox MS IE,
ethically, by demonstrating basic support of students during of documents etc., internet browser,
proficiency in the location and use learning activity. observation and various www
of search engines, graphical archives evaluation of student sites, search
and subject or content specific sites performance by teacher engines, LCD
(#3, 4,5 6,) projector, screen
11) Use the internet/www regularly Teacher presentation and Completion of assigned Lab software e.g.,
for communication and demonstration, direct group or partner Firefox MS IE,
collaboration through such support of students during activities, successful internet browser,
applications as e-mail, messaging, learning activity. evaluation of student school web mail,
wikis, blogs, or forums websites and performance sending an www sites, LCD
related technologies i.e., virtual and receipt of mail by projector, screen
environments, school information teacher
systems or portals, via a user
account on a home computer
(VLE's.) (#1, 3, 4,5 6,)
12) Use internet/www based Teacher presentation and Completion of assigned Lab software e.g.,
application (wikis, blogs, websites, demonstration, activities and projects internet browsers,
related 2.0 apps) for the creation of exploration and design, successful evaluation of www sites, and
content, self –expression and the and experimentation by student performance by online, 2.0 tools,
communication of ideas (#1, 2, 3, students with facilitation teacher and peers. LCD projector,
4,5 6,) and support of teacher. screen

working towards reaching middle school (grades 6-8) IT/ICT benchmarks and goals.

Grades 6-8 Information & Communication Technology Skills Mastery Benchmarks

Grades six through eight curriculum objectives are based on the International Society for Technology
Education NETS IT/ICT educational standard frameworks. They are aimed at maintaining and building
upon the foundation of core skills established in the lower grades and the development of a more holistic


1
understanding of the use of technology as a tool for independent lifelong learning, communication and self-
expression.

ISTE NETS Grades 6- 8 instructional profile exemplars:
The following experiences with technology and digital resources are examples of learning

activities in which students might engage during Grades 6–8 (ages 11–14):

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping
software. (NETS#:1, 2)

2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)

3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.
(NETS#:1, 4)

4. Participate in a cooperative learning project in an online learning community. (NETS#:2)

5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy
of the content. (NETS#: 3)

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. (NETS#: 3, 4, 6)

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
(NETS#:3, 4, 6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural
perspectives with other learners. (NETS#: 2, 3, 4, 5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)

10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.
(NETS#: 4, 6)


1

Outcomes: IT/ICT grade 6 Instructional methodology Measurement of Resource(s)
program performance benchmark assessment /tools
will:
1) Be able to articulate and abide by Teacher presentation and Written comprehension Copies of AUP,
the tenets of an institutional demonstration, reading and test, observation and Lab equipment,
technology Acceptable Use Policy review of school acceptable evaluation of by teacher of computer
(AUP). (# 4, 5, 6,) use policy. student practices hardware
AUP copies,
LCD projector
screen
2) Be able to accurately type 20 Review of keyboarding and Testing and tracking of Lab computer
adjusted words per minute by the typing techniques, progress with hard and
end of grade 6, 30 AWPM by grade introduction to software keyboarding/typing software
7, and 35 by grade 8. (# 5, 6,) tutors, lab practice sessions software, student kept logs, keyboard/typing
observation by teacher of software, e.g.,
student performance, learn2type.com,
completion of activities and alfatyping.com,
production of documents Mavis Beacon.
etc. LCD projector,
screen
3) Know the parts of and be able to Teacher presentation and Written comprehension Lab computer
independently perform routine demonstration, student tests, demonstration of hard and
troubleshooting of hardware and research assignments in lab skills by students, software online
software applications. (/#4, 5 6,) and at outside class, direct observation and evaluation activities and
support of students during of student performance by websites e/g.,
learning activities. teacher www.howstuffw
orks, and
intel.com and
teacher created
tests.
4) Be able to independently log-on, Teacher presentation and Observation by teacher of Lab computer
navigate to, access, create, save and demonstration, written student performance, hard and
retrieve, or send and receive files to instructions, follow up completion of activities and software, online
and from directories using a direct 1 to 1 student support production of graphics etc. IT/ICT resources
personal school network account, - during learning activity e.g.,
through school and in related wiki, school
technological contexts e.g., Virtual web mail
Learning Environments (#5,6)
5) Be able to independently create Teacher presentation and Observation by teacher of Lab computer
and present integrated researched demonstration, student student performance, hard and
and collected (cross curricular) data, research assignments in lab completion of activities and software e.g.,
as well created and edited and outside class, direct production of MS presentation
information into a multimedia follow-up support of PowerPoint, Online LCD projector,
presentation (e.g., MS Power Point. students during learning presentation tool or related screen
or similar) (#3, 4,5, 6,) activities. application.


1

6) Be able to work collaboratively Teacher presentation and Completion of assigned Various tools:
with others to plan, design and instruction of techniques, activities and evaluation of depending on the
create technology related projects, direct follow-up support of student performance by project; programs
in person and remotely e.g., email, students during lab practice teacher websites, blogs,
(#3, 4,5, 6,) sessions. etc., LCD
projector screen,
formatted text documents for instruction of techniques, student performance, hard and
assignments such as reports direct follow-up support of completion of activities and software e.g.,
applying intermediate to advanced students during lab practice production of documents MS Word, LCD
document processing techniques. sessions. etc. projector, screen
(#3, 4,5, 6,)

8) Understand how a spreadsheet Teacher presentation and completion of assigned Lab computer
and graph application work (e.g., instruction of software activities and production of hard and
MS Excel or similar) and use basic techniques, direct follow-up documents etc., software, e.g.,
to intermediate techniques to support of students during observation and evaluation MS Excel, LCD
develop one using teacher provided learning activities. of student performance by projector, screen
or researched data. (#2, 4,5, 6,) teacher
9) Understand how to use the Teacher presentation, Completion of assigned Lab shard and
internet www safely and ethically, written instructions, follow activities and evaluation of software e.g.,
by demonstrating basic proficiency up direct 1 to 1 student student performance by Firefox MS IE,
in the location and use of search support during learning teacher internet browser,
engines, graphical archives and activity various www
subject or content specific sites. sites, search
(#3, 4,5, 6,) engines, LCD
projector,
10) Know how to use the Teacher presentation and Completion of assigned Lab software
internet/www web for research, demonstration, student activities and production of e.g., Firefox MS
communication, collaboration, and research and study of documents etc., IE, internet
expression using e-mail, messaging, resources, on and offline, written assignments, and browser, various
wiki's, websites, and related during labs and outside tests, observation and www sites,
technologies such as integrated class, interactive learning evaluation of student search engines,
virtual learning sites. (#2, 3, 4,5, 6,) activities performance by teacher LCD projector,
screen
11) Understand and abide by Teacher presentation and Completion of assigned Text handouts,
regulations and laws for demonstration, student individual, partner and Lab software
electronic media and research and study of group activities, successful e.g., Firefox MS
resources relating to resources, on and offline, evaluation of student IE, internet
intellectual copyright law, during labs and outside performance browser, www
proper use, and citation of class, interactive learning sites, LCD
information sources. (#5, 6,) activities projector, screen


2

12) Know the basic theory Teacher presentation and Assessment through Lab software
behind digital technologies demonstration, direct written assignments, e.g., Firefox MS
and be familiar with the basic support of students during chapter and comprehension IE, internet
concepts and vocabulary used learning activity. tests, lab sessions, and self browser, school
to describe these. (#3, 5, 6,) evaluation modes e.g., web mail,
e-portfolios GoogleDocs,
www sites, LCD
projector, screen
13) understand the historical Teacher presentation and Assessment through Lab software
development of information demonstration, student written assignments, e.g., Firefox MS
technologies and their impact research via interactive chapter and comprehension IE, internet
on present day society (#3, 5, websites, texts, and tests, lab sessions, and self browser, school
6,) handouts evaluation modes e.g., web mail, www
e-portfolios site e.g.,
intel.com LCD
projector, screen
14) Understand and use a variety of Teacher presentation and Completion of assigned Lab software
internet/www based applications: demonstration, exploration activities and projects e.g., internet
(wikis, blogs, websites, related 2.0 and design, and successful evaluation of browsers, www
apps) for the creation of content, experimentation by students student performance by sites, and online,
and communication, presentation of with facilitation and support teacher and peers. 2.0 tools, LCD
ideas (#1, 2, 3, 4,5 6,) of teacher. projector, screen
15) Document and share one’s Teacher presentation and Observation and evaluation Various tools;
leaning experiences and skills demonstration; direct of student portfolio and Log’s: websites,.,
via an electronic / online support of students during performance by teacher. LCD projector
portfolio (#2, 3, 5, 6,) learning activity. screen,



2

Outcomes: IT/ICT grade 7 Instructional methodology Measurement of Resource(s)
program performance assessment /tools
benchmark indicators based on
these students will:
technology Acceptable Use Policy review of school acceptable evaluation of by teacher of computer
(AUP). (# 4, 5, 6,) use policy. student practices hardware
AUP copies,
LCD projector
screen
adjusted words per minute by the typing techniques, progress with hard and
end of grade 6, 30 AWPM by grade introduction to software keyboarding/typing software
7, and 35 by grade 8. (# 5, 6,) tutors, lab practice sessions software, student kept logs, keyboard/typing
observation by teacher of software, e.g.,
student performance, learn2type.com,
completion of activities and alfatyping.com,
production of documents Mavis Beacon.
etc. LCD projector,
screen
independently perform routine demonstration, student tests, demonstration of hard and
troubleshooting of hardware and research assignments in lab skills by students, software online
software applications. (/#4, 5 6,) and at outside class, direct observation and evaluation activities and
support of students during of student performance by websites e/g.,
learning activities. teacher www.howstuffw
orks, and
intel.com and
teacher created
tests.
navigate to, access, create, save and demonstration, written student performance, hard and
retrieve, or send and receive files to instructions, follow up completion of activities and software, online
and from directories using a direct 1 to 1 student support production of graphics etc. IT/ICT
personal school network account, - during learning activity resources:
through school and in related . wiki, school
technological contexts e.g., school web mail
portal or information system and
Virtual Learning Environments
(#5,6)
and present integrated researched demonstration, student student performance, hard and
and collected (cross curricular) research assignments in lab completion of activities and software e.g.,
data, as well created and edited and outside class, direct production of MS presentation
information into a multimedia follow-up support of PowerPoint, GoogleDocs LCD projector,
presentation (e.g., MS Power Point, students during learning presentation or related screen
GooglePresent. or similar) (#3, 4,5, activities. application.


2

6,)

with others to plan, design and instruction of techniques, activities and evaluation of depending on the
create technology related projects, direct follow-up support of student performance by project; programs
in person and remotely e.g., email, students during lab practice teacher websites, blogs,
online tools, e.g., GoogleDocs. sessions. etc., LCD
(#3, 4,5, 6,) projector screen,
formatted text documents for instruction of techniques, student performance, hard and
assignments such as reports direct follow-up support of completion of activities and software e.g.,
applying intermediate to advanced students during lab practice production of documents MS Word, LCD
document processing techniques. sessions. etc. projector, screen
(#3, 4,5, 6,)

8) Understand how a spreadsheet Teacher presentation and completion of assigned Lab computer
and graph application work (e.g., instruction of software activities and production of hard and
MS Excel or similar) and use basic techniques, direct follow-up documents etc., software, e.g.,
to intermediate techniques to support of students during observation and evaluation MS Excel, LCD
develop one using teacher provided learning activities. of student performance by projector, screen
or researched data. (#2, 4,5, 6,) teacher
internet www safely and ethically, written instructions, follow activities and evaluation of software e.g.,
by demonstrating basic proficiency up direct 1 to 1 student student performance by Firefox MS IE,
in the location and use of search support during learning teacher internet browser,
engines, graphical archives and activity various www
subject or content specific sites. sites, search
(#3, 4,5, 6,) engines, LCD
projector,
10) Know how to use the Teacher presentation and Completion of assigned Lab software
internet/www web for research, demonstration, student activities and production of e.g., Firefox MS
communication, collaboration, and research and study of documents etc., IE, internet
self expression using e-mail, resources, on and offline, written assignments, and browser, various
messaging, wiki's, websites, and during labs and outside tests, observation and www sites,
related technologies such as class, interactive learning evaluation of student search engines,
integrated virtual learning activities performance by teacher LCD projector,
environments. (#2, 3, 4,5, 6,) screen
11) Understand and abide by Teacher presentation and Completion of assigned Text handouts,
regulations and laws for demonstration, student individual, partner and Lab software
electronic media and research and study of group activities, successful e.g., Firefox MS
resources relating to resources, on and offline, evaluation of student IE, internet
intellectual copyright law, during labs and outside performance browser, www
proper use, and citation of class, interactive learning sites, LCD
information sources. (#5, 6,) activities projector, screen


2

12) Know the basic theory Teacher presentation and Assessment through Lab software
behind digital technologies demonstration, direct written assignments, e.g., Firefox MS
and be familiar with the basic support of students during chapter and comprehension IE, internet
concepts and vocabulary used learning activity. tests, lab sessions, and self browser, school
to describe these. (#3, 5, 6,) evaluation modes e.g., web mail, www
e-portfolios sites, LCD
projector, screen
13) understand the historical Teacher presentation and Assessment through Lab software
development of information demonstration, student written assignments, e.g., Firefox MS
technologies and their impact research via interactive chapter and comprehension IE, internet
on present day society (#3, 5, websites, texts, and tests, lab sessions, and self browser, school
6,) handouts evaluation modes e.g., web mail, www
e-portfolios site e.g.,
intel.com LCD
projector, screen
14) Regularly use a number of Teacher presentation and Completion of assigned Lab software
internet/www based applications: demonstration, exploration activities and projects e.g., internet
(RSS feeds, wikis, blogs, websites, and design, and successful evaluation of browsers, www
related 2.0 apps) for the creation experimentation by students student performance by sites, and online,
communication and exchange of with the overview of a teacher and peers. 2.0 tools, LCD
content and ideas (#1, 2, 3, 4,5 6,) teacher projector, screen
15) Document and share one’s Teacher presentation and Observation and evaluation Various tools;
leaning experiences and skills demonstration; direct of student portfolio and Log’s: websites,.,
via an electronic portfolio (#2, support of students during performance by teacher. LCD projector
3, 5, 6,) learning activity. screen,



2

Outcomes: IT/ICT grade 8 Instructional methodology Measurement of Resource(s) /tools
program performance assessment
benchmark indicators; based on
these students will:
technology Acceptable Use Policy review of school acceptable evaluation of by teacher computer hardware
(AUP). (# 4, 5, 6,) use policy. of student practices AUP copies,
LCD projector
screen
adjusted words per minute by the typing techniques, progress with hard and software
end of grade 6, 30 AWPM by introduction to software keyboarding/typing keyboard/typing
grade 7, and 35 by grade 8. (# 5, tutors, lab practice sessions software, student kept software, e.g.,
6,) logs, observation by learn2type.com,
teacher of student alfatyping.com,
performance, Mavis Beacon.
completion of activities LCD projector,
and production of screen
documents etc.
independently perform routine demonstration, student tests, demonstration of hard and software
troubleshooting of hardware and research assignments in lab skills by students, online activities
software applications. (/#4, 5 6,) and at outside class, direct observation and and websites e/g.,
support of students during evaluation of student www.howstuffwor
learning activities. performance by teacher ks, and intel.com
and teacher created
tests.
navigate to, access, create, save and demonstration, written student performance, hard and software,
retrieve, or send and receive files to instructions, follow up completion of activities online IT/ICT
and from directories using a direct 1 to 1 student support and production of resources:
personal school network account, - during learning activity graphics etc. wiki, school web
through school and in related mail, GoogleDocs
technological contexts e.g., School
webmail, information portal, blogs,
forums, and Virtual Learning
Environments (#5,6)
and present integrated researched demonstration, student student performance, hard and software
and collected (cross curricular) research assignments in lab completion of activities e.g., presentation
data, as well created and edited and outside class, direct and production of MS LCD projector,
information into a multimedia follow-up support of PowerPoint, GoogleDocs screen
presentation (e.g., MS Power Point, students during learning presentation or related
GooglePresent. or similar) (#3, 4,5, activities. application.
6,)


2

with others to plan, design and instruction of techniques, activities and evaluation depending on the
create technology related projects, direct follow-up support of of student performance project; programs
in person and remotely e.g., via students during lab practice by teacher websites, blogs,
email, and related online resources, sessions. etc., LCD projector
i.e., GoogleDocs. screen,
(#3, 4,5, 6,)
formatted text documents for instruction of techniques, student performance, hard and software
assignments such as reports direct follow-up support of completion of activities e.g., MS Word,
applying intermediate to advanced students during lab practice and production of LCD projector,
document processing techniques. sessions. documents etc. screen
(#3, 4,5, 6,)

8) Be able to create spreadsheets Teacher presentation and completion of assigned Lab computer
and graph application work (e.g., instruction of software activities and production hard and software,
MS Excel or similar) and use basic techniques, direct follow-up of documents etc., e.g., MS Excel,
to intermediate techniques e, g, support of students during observation and Google
formulas to develop these using learning activities. evaluation of student Spreadsheet, LCD
provided and independently performance by teacher projector, screen
researched data. (#2, 4,5, 6,)
internet www safely and ethically, written instructions, follow activities and evaluation software e.g.,
by demonstrating basic proficiency up direct 1 to 1 student of student performance Firefox MS IE,
in the location and use of search support during learning by teacher internet browser,
engines, graphical archives and activity various www sites,
subject or content specific sites. search engines,
(#3, 4,5, 6,) LCD projector,
10) Know how to use the Teacher presentation and Completion of assigned Lab software e.g.,
internet/www web for research, demonstration, student activities and production Firefox MS IE,
communication, collaboration, and research and study of of documents etc., internet browser,
self expression using e-mail, resources, on and offline, written assignments, and various www sites,
messaging, wiki's, websites, and during labs and outside tests, observation and search engines,
related technologies such as class, interactive learning evaluation of student LCD projector,
integrated virtual learning activities performance by teacher screen
environments. (#2, 3, 4,5, 6,)
11) Understand and abide by Teacher presentation and Completion of assigned Text handouts, Lab
regulations and laws for demonstration, student individual, partner and software e.g.,
electronic media and research and study of group activities, Firefox MS IE,
resources relating to resources, on and offline, successful evaluation of internet browser,
intellectual copyright law, during labs and outside student performance www sites, LCD
proper use, and citation of class, interactive learning projector, screen
information sources. (#2,3, 5, activities
6,)


2

12) Know the basic theory Teacher presentation and Assessment through Lab software e.g.,
behind digital technologies demonstration, direct written assignments, Firefox MS IE,
and be familiar with the basic support of students during chapter and internet browser,
concepts and vocabulary used learning activity. comprehension tests, lab school web mail,
to describe these. (#3, 5, 6,) sessions, and self related online
evaluation modes e.g., resources e.g.,
e-portfolios GoogleDocs, LCD
projector, screen
13) understand the historical Teacher presentation and Assessment through Lab software e.g.,
development of information demonstration, student written assignments, Firefox MS IE,
technologies and their impact research via interactive chapter and internet browser,
on present day society (#3, 5, websites, texts, and comprehension tests, lab school web mail,
6,) handouts sessions, and self related online
evaluation modes e.g., resources
e-portfolios GoogleDocs, www
site e.g., intel.com
LCD projector,
screen
14) Be conversant in and Teacher presentation and Completion of assigned Lab software e.g.,
consistently use a number of demonstration, exploration activities and projects internet browsers,
internet/www based applications: and design, and successful evaluation of www sites, and
(RSS feeds, wikis, (micro)blogs, experimentation by students student performance by online, 2.0 tools,
IRC, social networks, websites, with the overview of a teacher and peers. LCD projector,
related 2.0 apps) for the creation teacher and review by peers screen
communication and exchange of
content and ideas (#1, 2, 3, 4,5 6,)
14) Document and share one’s Teacher presentation and Observation and Various tools;
leaning experiences and skills demonstration; direct evaluation of student Log’s: websites,.,
via a self-created electronic support of students during portfolio and performance LCD projector
portfolio (#2, 3, 5, 6,) learning activity. by teacher. screen,

working towards reaching upper or high school (grade 9-12) IT/ICT benchmarks and goals.

Grades 9-12 Information & Communication Technology Skills Mastery Benchmarks

The upper school IT offering at are elective. Thus, classes are mixed throughout the grades. Like all other
levels, the grades nine through 12 curriculum objectives are based on the ISTE Education NETS IT/ICT
educational standard frameworks. The curricular goals at this level are to support student understanding,
use and mastery of an array of IT/ICTtools and applications for use in various spheres of life, academic,
vocational, social, and personal. The ultimate aim is equip students with the ability to not only to apply these
skills in the “real world” but use them to continue to lifelong learning.

ISTE NETS Grades 9-12 instructional profile exemplars:
students might engage during Grades 6–8 (ages 11–14):


2

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping
software. (NETS#:1, 2)

2. Create original animations or videos documenting school, community, or local events. (NETS#:1, 2, 6)

3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.
(NETS#:1, 4)

4. Participate in a cooperative learning project in an online learning community. (NETS#: 2)

5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and
accuracy of the content. (NETS#: 3)

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. (NETS#:3, 4, 6)

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
(NETS#: 3, 4, 6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural
perspectives with other learners. (NETS#:2, 3, 4, 5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (NETS#:1, 6)

10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.
(NETS#: 4, 6)

Outcomes: IT/ICT Grades Instructional Measurement of Resource(s) /tools
9-12 Program Performance methodology assessment
Indicator based on these
students will:
1) Model the acceptable of Reading and review of Written comprehension Copies of AUP, Lab
technology as outlined in the school acceptable policy. test, observation and equipment, computer
Acceptable Use Policy evaluation of by teacher of hardware AUP copies,
(AUP). (#3, 5 6,) student practices LCD projector screen


2
2) Be able to accurately type Lab time for practice, Student B/Logs, objective Lab computer hard
at least 40 adjusted words embedded practice in measures from typing and software, Typing
per minute prior to the assignments, sharing of software. tutor software,
completion of grade 10 and software resources websites,
45 words per minute by the GoogleDocs.
end of grade 12 (#5 6,)
3) Possess an understanding Teacher presentation and Written comprehension Lab computer hard
and historical overview of IT demonstration, test, evidence of and software,
development, and be independent student understanding in student websites, textbook,
conversant about currently research and study, documentation interactive handouts, and related
emerging IT trends, e.g., web projects teacher created
2.0, 3.0, open source, social assessment of design resources.
networking, rich media, and projects, electronic
their impact on our society. portfolios,
(#3, 5, 6,)
4) Be familiar with technical Teacher presentation and
demonstration of skills by Lab computer hard
terms necessary to work with demonstration,students, observation and and software,
IT to create and develop independent student
evaluation of student websites, textbook,
content e.g. html code, OS, research and study,
performance by teacher, handouts, and related
scripting, protocols, TCP-IP, written comprehension test, teacher created
DNS, Open Source (#3, 5, 6,) assessment of design resources.
projects, electronic
portfolios,
5) Develop spreadsheets Teacher facilitation and Student’s independent Lab computer
and related graphs using when necessary, completion of assigned hard and software,
appropriate applications instruction of software projects, and production of e.g., MS Excel, or
(e.g., MS Excel or similar) techniques, direct follow- worksheets, documents related spreadsheet
using intermediate to up support of students etc., observation and program, LCD
advanced techniques e.g., during learning activities. evaluation of student projector, screen
formulas, linked datasets, to performance by teacher and
analyze and present peers
researched data. (#2, 4,5, 6,)
6) Understand how to use Teacher presentation and Observation by teacher of Lab computer hard
software tools to design and instruction of techniques, student performance, and software, e.g.,
create a digital, graphic, i.e., follow up direct 1 to 1 completion of exercise Adobe Photoshop,
logo or symbol for an student support during production or project and/or Gimp, Paint.net
organization or related entity, learning activity assessment of design LCD projector, screen
and to process and edit projects, electronic
digital photos, images portfolios,
(#1,2,4, 5, 6,)
7) Understand how to use Teacher presentation and Written comprehension Lab computers,
software tools to design and instruction of techniques, test, demonstration of skills software; MS
create a digital, desktop follow up direct 1 to 1 by students, observation publisher, Scribus, or
publishing projects student support during and evaluation of student related tool, student
producing a informational or learning activity performance by teacher supplied graphics,
commercial publication assessment of design LCD projector screen,
(#1,2,4, 5, 6,) projects, electronic
portfolios,


2
8) Design and build a multi- Teacher presentation and Written comprehension Lab computers,
page website featuring instruction of techniques, test, demonstration of skills software:, NVU,
graphics, multi-media, follow up direct 1 to 1 by students, observation Dreamweaver, online
working links, and tracking student support during and evaluation of student access, student
statistics, and then maintain learning activity performance by teacher supplied graphics,
it using an FTP client. LCD projector screen,
(#1,2,4, 5, 6,)
9) Plan, film and edit a short Teacher presentation and Written comprehension Lab computers,
digital video using demonstration, follow up test, demonstration of storyboard and script
appropriate hard and direct 1 to 1 student skills by students, materials, software:
software tools, OR design support during learning observation and evaluation video Camera, digital
and build or code a working activity of student performance by cameras e.g., MS
applet, program or related teacher Moviemaker, and /or
application (#1,2,4, 5, 6,) Flash, Java or related
applications, LCD
projector screen,
10) Be able to research, Teacher presentation and observation and evaluation Lab software help
search and select the demonstration of student performance by menus and tutorials,
necessary resources to self- teacher; demonstration of online support sites;
teach oneself a technology skills by students, atomic learning.com,
application, program or skill Lynda.com,
set. (# 3, 4, 6,) youtube.com, Cnet.
etc.
LCD projector screen,
11) Be able to work Teacher presentation and Observation and evaluation Various tools:
collaboratively with others to demonstration of student projects and depending on the
plan, design and create performance by teacher. project; email, related
technology related projects, online resources
in person and remotely e.g., GoogleDocs,
related online resources websites, blogs, etc.,
email, GoogleDocs. (#1,2, LCD projector screen,
3,4, 5, 6,)
12) Be able to explain and Teacher presentation and Observation and evaluation Various tools:
/or instruct others, in the use demonstration. Direct of student pro and depending on the
of an application, or IT supervision of student. performance by teacher. project; programs
process. (#1, 2,3, 4,5, 6,) websites, blogs, etc.,
LCD projector screen,
13) Be fluent through the Teacher and Peer Posting and / or publishing Lab software e.g.,
consistent use of several presentation, of projects successful internet browsers,
internet/www based exploration, design, and evaluation of student www sites, and online,
applications (RSS feeds, experimentation by performance by teacher and 2.0 tools, LCD
wikis, (micro)blogs, IRC, students with the review peers. projector, screen
social networks, websites, and of peers and teacher
related 2.0 apps) for the
creation communication and
exchange of content and
ideas: (#1, 2, 3, 4,5 6,)


3
14) Create and make public Student proposal, Posting and / or publishing Any necessary
on the www a site, blog, research, design, and of projects successful development tools,
RSS/Stream, or related development process; evaluation of project by either client based or
application or tool, using development with peers, public and teacher. in the cloud. software
information technologies that mentoring of instructor e.g., code, Adobe
is specifically focused on and review by peers and Flash, Sun Java, NVU,
generating awareness of or teacher DW projector, screen
promoting action to address a
social or environmental
concern.

(#1,2,3,4, 5, 6,)
15) Document and share Teacher presentation and Observation and evaluation Various
one’s leaning experiences demonstration. Direct of student projects and developmental tools:
and skill set via a self support of students performance by teacher and websites, blogs, etc.,
created electronic portfolio, during learning activity. when relevant, peers LCD projector screen,
resume, blog, website or
variations of all of these.
(#1,2,3,4, 5, 6,)

Mastery of these skills and achievement of these outcomes herein will demonstrate graduating students'
IT/ICT proficiency in accordance with current (2007) established ISTE-NETS standards benchmarks and
goals.


Master.ISTE.NETSbasedICT-IT.curriculum-2010 edition-edited

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