TECHNOLOGY STANDARDS AND COMPETENCIES 2000

CATHOLIC SCHOOLS OFFICE

ARCHDIOCESE OF CINCINNATI

 

GENERAL STATEMENTS REGARDING THE USE OF

TECHNOLOGY IN THE SCHOOLS

 

Integrating Technology into the Curriculum

 

• Technology is a tool used to accomplish curricular and productivity goals.
• The teaching of computer and other technology skills should be integrated into curriculum-related activities and not become a curriculum of its own.
• For optimal integration of technology into the curriculum, it is suggested that the instructor of the technology applications should be the classroom teacher or the technology coordinator working very closely with the classroom teacher.
• In schools where the computer lab is the primary site of the technology instruction, the classroom teachers should accompany their students to the labs and be responsible for or assist with the instruction delivered there. They should also be responsible for or assist with any technology instruction that takes place in their classrooms.

 

Technology Coordinators/Classroom Teachers

 

• Job descriptions should be developed for the Technology Coordinators/Computer Teachers. When writing job descriptions, take into consideration the following tasks: student instruction, professional development, repair and maintenance of equipment, network management, technology planning, Internet usage and DA Site contact, hardware and software purchasing, technology funding, etc. Parents are able to help with many of these tasks.
• The technology expectations of the classroom teachers should be defined. Teachers should have a clear idea of what technology skills and curricular applications they are responsible for teaching.
• Technology-related professional development activities need to be ongoing and comprehensive. Technology training for teachers should focus on curriculum integration activities as well as personal and professional productivity.

 

Technology Assessment

 

• Technology skills in students are developed to accomplish curricular tasks and competency should be assessed in relation to tile curricular needs.
• (Grades should not be issued solely for work and/or behavior in the computer class. The grading process should be integrated into the particular subject area in which the technology is being applied. If 'technology applications are being taught in a computer lab, the classroom teacher should be present to evaluate his/her students as with other subject area activities. Note: Schools with strong computer lab/computer teacher programs do not need to totally change their approach, just continue to concentrate on involving the classroom teacher as much as possible in the instructional and assessment process. The work accomplished in the computer labs needs to be curriculum-related.

 

Technology Policies

 

·        Schools should develop policies to ensure the proper use of technology equipment and resources in the classrooms and computer labs. Consequences for inappropriate behavior should be spelled out. Schools need to communicate these policies and their consequences to the students, teachers, and parents.

• Each student and parent must sign the Archdiocesan Internet Acceptable Use Policy each year. Signing the policy annually raises awareness of the policy and also provides for instances where the legal parent/guardian may have changed.
• All school-affiliated personnel using the Internet (teachers, administrators, staff; volunteers, etc.) must sign the Internet Acceptable Use Policy annually.

 

Technology Planning

 

• Each school should have a functioning Technology Committee composed of the principal, teachers and parents. In addition, schools may want to include students along with business and community leaders. This committee should be ongoing.
• Each school should have a written Technology Plan and should evaluate it annually.
• The curriculum should drive the technology planning. The technology planning should NOT drive the curriculum.
• Before beginning any technology upgrade, address the school's infrastructure (electrical capacity, location and number of outlets, asbestos, phone lines, etc.). Also, consider all aspects of technology in the building (phones, PA System, TVs, VCRs, fax machines, laserdisc players, video projectors, etc.).
• School Technology Plans need both short and long-term goals. Three-year plans seem to work best as it is difficult to project more than three years ahead because of rapidly changing technology. Technology committees need to always address the school's next upgrade of equipment, not just the current project.
• Multimedia computers need to be available in both the classroom and lab environments for the optimal integration of technology into the curriculum.
• If a school is planning to network computers, it needs to determine who is going to maintain the network once it is operational.
• Lack of technology resources may impact student recruitment.

 

Technology Hardware/Software

 

• Purchase equipment in accordance with the school's Technology Plan.
• Do not accept donated computer equipment unless it fits into your plan. Outdated equipment does not serve the school well and takes too much time and energy to keep it running. However, older computers can be used to teach keyboarding.
• If a school's funding is inadequate to achieve its plan, purchasing a few newer computers is a better option than purchasing low-end, older computers that will not perform the needed applications.
• Schools need to establish relationships with reliable vendors.
• Consider leasing computers rather than purchasing. Schools can then have new equipment every few years.
• Consider laptops for teachers as a part of the school plan. The flexibility of laptops allows schools to provide a productivity tool for teachers and at the same time a classroom presentation and research tool. Schools may want to purchase sets of laptops for checkout by students and teachers to assist with curricular projects.
• Schools should keep an inventory of all technology hardware and software.
• Evaluate all software before purchasing it.
• Keep accurate records of software licenses. Abide by copyright laws.

 

Technology Budgeting and Funding

 

·        Money follows a good plan. Develop a comprehensive Technology Plan and then seek funding. Funding sources want to see a plan.

• Grants from local funds are more successfully obtained than funds from state and national sources.
• Use volunteers to research and write grants.
• Make technology a line item in the school's budget. Include all technology-related expenses (hardware, software, maintenance and support, furniture, connectivity, etc.).
• Prepare for large technology purchases through proper planning.
• Leasing equipment is a very good way to provide for the acquisition of hardware and ensures new equipment/hr future years.
• Schools should consider applying for E-Rate funds.
• Schools might want to consider having a student technology fee each year.
• Auxiliary Services Funding may be used for connectivity expenses as well as some other technology items.
• Provide adequate funding for the professional development of teachers.

 

Internet

 

• Have each student, parent, educator and school-affiliated personnel sign the Internet
• Acceptable Use Policy annually.
• Consider caching Web sites to be used at school through proxy server, rather than having students always go out to the open Internet.
• Be sure all Internet use is teacher-supervised.
• Provide for filtering of Internet sites either through your Internet Service Provider or with software the school installs.
• Communicate Internet safety and privacy issues to the parents. Offer assistance with home use concerns of fine Internet.

 

Web Pages

 

·        Each school should have a Web site in order to communicate with its parents and the community at large.

• Many school sites are also curricular in nature and link to many educational resources and opportunities.
• Do not post student pictures with names on the school site without signed releases from the parents or guardians.

 

 

STUDENT TECHNOLOGY MINIMUM COMPETENCIES

Grades K-2

 

These competencies are to be mastered by the completion of Grade 2 in conjunction with the national and state technology standards. They are to be taught within the context of curriculum-related activities.

 

Computer Operations

 

• Turn computer on and off properly.
• Identify basic parts of the computer (CPU, monitor, keyboard, mouse, printer, etc.).
• Use input devices (mouse, keyboard, etc.) and output devices (monitor, printer, etc.).
• Use basic vocabulary related to computer operation (cursor, menu bar, desktop, etc.)
• Demonstrate the proper use and care of hardware and software resources.
• Be able to enter network password, if necessary.

 

Productivity

 

• Use menus to open, close, and save files.
• Produce short documents using a word processing program
• Print documents.
• Close an application and return to desktop.
• Identify and use a toolbar.
• Access an existing graphic from a clipart source.

 

Communication, Research and Thinking Skills

 

• Have an understanding of electronic communication.
• Use electronic encyclopedias and other reference resources.
• Enter a supplied Web address in browser software.
• Use the Internet for basic curriculum-related research.
• Begin using technology resources to solve common problems.

 

Keyboarding

 

• Locate letters and numbers on the keyboard.
• Begin demonstrating home row finger positioning.
• Identify and correctly use command keys (space bar, enter, backspace, escape, etc.).

 

Social and Ethical

 

• Practice responsible use of computer equipment, software resources, and networks.
• Work cooperatively and collaborative with others on technology projects.
• Be respectful of others when using and sharing equipment and resources.
• Understand and observe the Internet Acceptable Use Policy.

(Teacher assistance is necessary at this level.)

 

STUDENT TECHNOLOGY MINIMUM COMPETENCIES

Grades 3-4

 

These competencies are to be mastered by the completion of Grade 4 in conjunction with the national and state technology standards. They are to be taught within the context of curriculum-related activities.

 

Computer Operations

 

• Use common input and output devices effectively.
• Solve simple operating problems.
• Launch programs from the desktop.
• Have a basic understanding of a computer network.

 

Productivity

 

• Understand use of technology as a tool.
• Compose, edit, revise, and print documents.
• Load and save documents from floppy or hard disk.
• Create a simple database and spreadsheet.
• Create a simple graphic.
• Integrate graphics into a word processing document.
• Create a simple multimedia presentation.

 

Communication, Research and Thinking Skills

 

• Read, write, and send e-mail.
• Continue use of electronic encyclopedia and other electronic reference resources.
• Access supplied Web addresses.
• Navigate Web sites.
• Use the Internet for curriculum-related research.
• Use technology resources in problem-solving and decision-making activities.

 

Keyboarding

 

• Use correct fingering positioning on the keyboard.
• Achieve speed of 10 wpm with reasonable accuracy.

 

Social and Ethical

 

• Observe lab/classroom technology rules and policies.
• Work cooperatively and collaboratively with others on technology projects.
• Be respectful of others when using and sharing equipment and resources.
• Respect privacy and security of others' work.
• Understand and observe copyright laws.
• Understand and observe the Internet Acceptable Use Policy.

 

STUDENT TECHNOLOGY MINIMUM COMPETENCIES

Grades 5-6

 

These competencies are to be mastered by the completion of Grade 6 in conjunction with the national and state technology standards. They are to be taught within the context of curriculum-related activities.

 

Computer Operations

 

• Understand network operation and be able to identify/troubleshoot basic problems.
• Define, understand, and be able to discuss computer and technology-related terms.

 

Productivity

 

• Format a document including fonts, tabs, headers, etc.
• Continue integrating graphics into word processing documents.
• Search and sort an existing database. Create and edit a five-field database.
• Expand use of spreadsheet applications.
• Choose the appropriate productivity tool to accomplish a project.
• Create a simple multimedia presentation using audio, video, and graphics.

 

Communication, Research and Thinking Skills

 

• Continue use of e-mail to send and receive information for curricular projects.
• Use research tools including electronic encyclopedias, on-line databases, periodical indexes, etc. to retrieve information.
• Conduct an Internet search on a supplied topic. Learn search techniques.
• Develop research strategies for a curriculum-related project.
• Use technology resources to accomplish a variety of tasks and solve problems.

 

Keyboarding

 

• Use correct finger positioning on the keyboard.
• Achieve speed of 15 wpm with reasonable accuracy.

 

Social and Ethical

 

• Observe lab/classroom technology rules and policies.
• Work cooperatively and collaboratively with others on technology projects.
• Be respectful of others when using and sharing equipment and resources.
• Respect privacy and security of others' work.
• Understand and observe copyright laws.
• Understand and observe the Internet Acceptable Use Policy.

 

STUDENT TECHNOLOGY MINIMUM COMPETENCIES

Grades 7-8

 

These competencies are to be mastered by the completion of Grade 8 in conjunction with the national and state technology standards. They are to be taught within the context of curriculum-related activities.

 

Computer Operations

 

• Use computer and network effectively.
• Be able to connect common peripherals.

 

Productivity

 

• Format a document to a particular set of instructions.
• Integrate word processing documents with graphics, spreadsheets, and databases.
• Perform desktop publishing applications.
• Expand use of word processing, database, and spreadsheet applications.
• Use presentation software effectively.
• Produce an advanced multimedia presentation.

 

Communication, Research and Thinking Skills

 

• Engage in global e-mail communication.
• Be able to choose the appropriate research tools for specific projects.
• Become proficient at defining a research strategy and conducting a research project.
• Be able to evaluate Web sites for authenticity and accuracy.
• Create Web documents.
• Use technology resources to identity, problems and find solutions.

 

Keyboarding

 

• Use correct finger positioning.
• Achieve speed of at least 20 wpm with reasonable accuracy.

 

Social and Ethical

 

• Observe lab/classroom technology rules and policies.
• Work cooperatively and collaboratively with others on technology projects.
• Be respectful of others when using and sharing equipment and resources.
• Respect privacy and security of others' work.
• Understand and observe copyright laws.
• Understand and observe Internet Acceptable Use Policy.

 

 

Works Consulted:

National Educational Technology Standards for Students (June, 1998), published by the International Society for Technology in Education (ISTE). NETS Project.

 

The Ohio SchoolNet Learner Technology Profiles (1999), published by the Ohio SchoolNet Commission.