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9-12 - SOUTH DAKOTA EDUCATIONAL TECHNOLOGY STANDARDS

By Jesse Reynolds,2014-05-07 20:35
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9-12 - SOUTH DAKOTA EDUCATIONAL TECHNOLOGY STANDARDS

    SOUTH DAKOTA EDUCATIONAL TECHNOLOGY STANDARDS

    9-12

    Ninth-Twelfth Grade Nature, Concepts and Systems

    (systems thinking, interactions, and design)

    Grade Standards, Supporting Skills, and Examples

    Indicator 1: Students understand the history and progression of technology in relation to

    the development and design of future technology

    Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level

    (Evaluation)

    9-12.NC.1.1 Compare and contrast how societal changes mirror

    innovations and emerging technologies.

    Example: Emerging technology effects on future legal issues

    Example: How downloading music has affected the music industry

    Example: Compare how people responded to emergencies in the past as

    compared to today.

    Example: Science 9-12.S.5.2

    Example: Science9-12.S.2.1

    9-12.NC.1.2 Predict how the evolution of technology will influence the (Evaluation)

    design and development of future technology.

    Example: Relate how historical and current events affect the design of

    new technologies

    -View the Connections video series or read Pinball Effect by James Burke

    Example: Reference the Technological Method that provides a standard

    structure for development of products and/or technologies

    Example: The more we e-mail or create electronic documents, the more

    need there is for digital storage

    Example: The FAX machine is an example of the convergence of the

    telephone, a scanner and a printer

    Example: Read magazines such as Business 2.0 and Business Week

    Example: Science 9-12.S.2.2

Indicator 2: Students analyze the parts of a technological system in terms of input,

    process, output, and feedback.

    Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level

    (Analysis) 9-12.NC.2.1 Analyze technology systems to make informed choices.

    ? Analyze a system to describe the interrelationship between its

    inputs, process, and output

    Example: Analyze a production process in terms of its product

    Example: Analyze e-mail in terms of its inputs, process, and

    output

    Example: Analyze the relationship between electronic resources,

    infrastructure, and connectivity

    Example: Writing 10.W.1.1

    ? Analyze how changes in inputs and process affect output

    Example: Landline vs. mobile phone, hardwire vs. wireless

    Example: Changes in hardware and software

    Indicator 3: Students analyze the relationships and the connections between technologies

    in different fields of study and how they apply to communities.

    Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level 9-12.NC.3.1 Analyze intended and unintended impacts of a system.

    Example: Social networks (MySpace, FaceBook) impact on society (Analysis)

    Example: Cell phones and text messaging in schools

    Example: Chat and Blogging

9-12.NC.3.2 Integrate technology into school, home and community. (Synthesis)

    Example: Incorporate academic knowledge into a Technology project

    Example: Incorporate on-line financial information into a Community

    Action program

    Example: Include gps coordinates to map community manhole covers

    on streets being resurfaced

    Example: Use on-line credit reports, on-line credit applications, and on-

    line research tools (ie, carfax, Consumer Reports, Kelly’s On-line, on-line

    surveys, Epinions (epinions.com) to make a home purchasing decision

    (home purchase, loan, student loan, appliance, etc

    Example: Social Science 9-12.G.1.1

    Example: Social Science 9-12.G.1.2

    Example: Social Science 9-12.E.1.5

    Example: Writing 9.LVS.1.4

    Example: Writing 12.LVS.1.3

    9-12.NC.3.3 Evaluate technologies that increase educational and (Evaluation)

    workplace opportunities

    Example: Existing technology; positive and negative aspects of

    assistive technology

    Example: Internet job searches

    Example: On-line learning (free tutorials to expand personal

    knowledge)

    Indicator 4: Students understand the purpose and demonstrate the use of the design

    process in problem solving.

    Bloom’s Taxonomy 9-12.NC.4.1 Compare and contrast other problem-solving and decision-Standard, Supporting Skills, and Examples Level making methods.

    Example: Scientific vs. Technological (Evaluation)

    Example: Compare simplified problem solving methods

    Example: Math 9-12.S.2.1

    Example: Math 9-12.S.2.2

    9-12.NC.4.2 Formulate a technological solution using data-driven decision (Synthesis)

    making.

     Example: Marzano’s Decision-Making Model

    Example: Math 9-12.S.1.1

Ninth-Twelfth Grade Nature, Concepts and Systems

    (systems thinking, interactions, and design)

    Performance Descriptors

    9-12th grade students performing at the advanced level:

    ? Predict how the evolution of technology will influence the

    development of future technology

    ? Analyze how changes in inputs and process produce different

    output

    ? Evaluate an example of an intended and unintended impact in a

    Advanced changed system

    ? Incorporate knowledge from several subjects and incorporate data

    resources from school, home or community into a technology

    project

    ? Apply knowledge gained from a tutorial or external resource to

    complete a technology project and enhance life-long learning

    ? Defend and Justify a technological solution using a decision

    making method

    9-12th grade students performing at the proficient level: ? Compare and contrast how an emerging technology changes

    society

    ? Relate how the convergence of technologies affect

    industries/businesses

    ? Analyze technology systems and how the parts of the system work

    together

    ? Analyze an example of an intended and unintended impact in a Proficient

    system

    ? Incorporate knowledge from a subject and real-time data into a

    technology project

    ? Compare and contrast external sources for additional knowledge

    to complete a technology project

    ? Compare and contrast other problem-solving and decision-making

    methods and choose a method to solve a given problem.

    9-12th grade students performing at the basic level: ? Research and report on an emerging technology within a career

    cluster

    ? Identify a system and determine its parts

    ? Identify an example of an intended and unintended impact in a

    system Basic

    ? Incorporate knowledge from a subject into a technology project ? Compare external sources needed for additional knowledge to

    complete a technology project

    ? Formulate a solution given a specific problem-solving and

    decision-making model

Ninth-Twelfth Grade Social Interactions

    Grade Standards, Supporting Skills, and Examples

    Indicator 1: Students understand the safe, ethical, legal, and societal issues related to

    technology.

    Bloom’s Taxonomy Standard, Supporting Skills, and Examples 9-12.SI.1.1 Evaluate the need for acceptable use policies. Level

    ? Identify different types of policies (Evaluation) ? Critique common elements of policies

    Example: (compare the bill of rights with acceptable

    AUP and discuss the correlation to freedom of speech)

    Example:. (compare the schools policy with a business

    policy)

    Example: compare HS to college

9-12.SI.1.2 Compile a list of immediate and long-range effects of ethical (Synthesis)

    and unethical uses of technology on individual and society.

    ? Personal protection through establishing legal ownership of a

    creative work

    Example: Copyright of work

    ? Cost ($, emotional, criminal)

    Example: Research different types of penalties and

    consequences for misuse or stealing of copyrighted work

    ? Consequences of virus spreading, file pirating, hacking, packet

    sniffing, identity theft, encryption

    Example: Research how the lives of victims and

    perpetrators (i.e. Kevin Mitnick) are changed due to the

    above practices.

    Example: Analyze how business (i.e. banking, financial)

    practices have changed to protect information

    Indicator 2: Students investigate the advantages and disadvantages of technology.

    Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level

    (Analysis) 9-12.SI.2.1 Analyze advantages and disadvantages of widespread use and

    reliance on technology in the workplace and in society as a whole.

    Example: discuss what happens when emergency 911 response

    computers go down,

    How do power outage effects society.

    Private company outages vs. publicly controlled power

    outages

    9-12.SI.2.2 compare and contrast society’s influence on technology and (Evaluation)

    technology’s influence on society.

    ? Informational technology vs. production technology

    ? Identify Cultural factors: age, religion, sex, political

    Example: Ads on identify theft

    Example: Training for businesses, workplaces

    Example: Discuss the emergence of new “11” numbers as a

    result of influence of technology, i.e. 211,511,411

    Example: Science 9-12.S.2.1

     Ninth-Twelfth Grade Social Interactions th grade students performing at the advanced level: Performance Descriptors ? Design an appropriate and legal AUP 9-12? Advocate the ethical use of technology in home, school, and

    community

    Advanced ? Predict how technology could transform business processes and

    relationships

    th grade students performing at the proficient level: 9-12

    ? Critique and evaluate an AUP

    ? Model ethical use of technology at home, in school, and in the

    community

    ? Outline the process to establish legal ownership of personal work. Proficient

    ? Analyze and evaluate technological developments that have

    changed the way humans do their work ? Evaluate the advantages and disadvantages of reliance of

    technology in the workplace and in society th9-12 grade students performing at the basic level: ? Explain the legal consequences of breaking acceptable use policies

    (Hacking, sniffing)

    ? Recognize the ethical use of technology (Licensing, copyright,

    plagiarism, ownership, security, responsibility privacy issues,

    (CIPA))

    ? Identify the effects of unethical use of technology Basic ? Still function as a human being when the power goes out & they

    lose their Internet connection

    ? Describe how technology has changed social mores including

    attitudes toward work, family, school, and other cultures ? Describe the impact of technology on the skills needed in the

    workplace

    ? Describe an advantage and a disadvantage of the reliance on

    technology in the workplace and in society

    Ninth-Twelfth Grade Information and Communication Tools

    Grade Standards, Supporting Skills, and Examples

Indicator 1: Students recognize and demonstrate skills in operating technological

    systems.

    Bloom’s Taxonomy Standard, Supporting Skills, and Examples 9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a Level

    product.

    (Synthesis) Example: Include a data table in a science lab report

    Example: Math 9-12.S.1.3

    Example: Writing 9.LVS.1.2

    Example: Science 9-12.N.2.1

    9-12.CT.1.2 Apply strategies for identifying and solving routine hardware (Application)

    and software issues.

    ? Online help menu

     Examples: Voice call lines tech support

    Indicator 2: Students use technology to enhance learning, extend capability, and

    promote creativity.

    Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level

    (Application) 9-12.CT.2.1 Utilize a virtual learning environment as a strategy to build

    21st century learning skills.

    ? critical thinking skills

    ? collaboration

    ? information and literacy skills

    ? decision making

    Example: Enroll in an online learning class

    9-12.CT. 2.2 Investigate to apply expert systems, intelligent agents, and (Application)

    simulations in real-world situations.

    Example: Using a virtual chemistry laboratory

    Example: Dissect a frog on the computer

    Example: Using context sensitive help system with computer software

    9-12.CT.2.3 Utilize online information resources routinely and efficiently (Application)

    to meet needs for collaboration, research, publication, communication,

    and productivity.

    Example: Utilize online reservation systems and ticket booking

    Example: Plan a trip using online airline schedules

    Example: Writing 9.LVS.1.4

    Example: Writing 11.W.1.2

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