New Jersey Technology Standards

http://www.state.nj.us/njded/cccs/s8_tech.htm

Standards and Strands

There are two technological literacy standards, each of which has a number of lettered strands. The standards and strands include:

8.1 Computer and Information Literacy

A. Basic Computer Tools and Skills

        * Keyboarding
        * Word processing
        * Internet usage
        * Spreadsheets
        * Database concepts and usage
        * Publications and presentations

B. Application of Productivity Tools

        * Social Aspects
        * Information Access and Research
        * Problem Solving

8.2 Technology Education

A. Nature and Impact of Technology

B. Design Process and Impact Assessment

C. Systems in the Designed World

STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY ) ALL STUDENTS WILL USE COMPUTER APPLICATIONS TO GATHER AND ORGANIZE INFORMATION AND TO SOLVE PROBLEMS.

Descriptive Statement: Using computer applications and technology tools students will conduct research, solve problems, improve learning, achieve goals, and produce products and presentations in conjunction with standards in all content areas, including career education and consumer family, and life skills. They will also develop, locate, summarize, organize, synthesize, and evaluate information for lifelong learning.

Strands and Cumulative Progress Indicators

By the end of Grade 4, students will:

A. Basic Computer Skills and Tools

1. Use basic technology vocabulary.

2. Use basic features of an operating system (e.g., accessing programs, identifying and selecting a printer, finding help).

3. Input and access text and data, using appropriate keyboarding techniques or other input devices.

4. Produce a simple finished document using word processing software.

5. Produce and interpret a simple graph or chart by entering and editing data on a prepared spreadsheet template.

6. Create and present a multimedia presentation using appropriate software.

7. Create and maintain files and folders.

8. Use a graphic organizer.

9. Use basic computer icons.

B. Application of Productivity Tools

Social Aspects

1. Discuss the common uses of computer applications and identify their advantages and disadvantages.

2. Recognize and practice responsible social and ethical behaviors when using technology, and understand the consequences of inappropriate use including:

        *Internet access
        *Copyrighted materials
        *On-line library resources
        *Personal security and safety issues

3. Practice appropriate Internet etiquette.

4. Recognize the ethical and legal implications of plagiarism of copyrighted materials.

Information Access and Research

5. Recognize the need for accessing and using information.

6. Identify and use web browsers, search engines, and directories to obtain information to solve real world problems.

7. Locate specific information by searching a database.

8. Recognize accuracy and/or bias of information.

Problem Solving and Decision Making

9. Solve problems individually and/or collaboratively using computer applications.

10. Identify basic hardware problems and solve simple problems.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

A. Basic Computer Skills and Tools

1. Use appropriate technology vocabulary.

2. Use common features of an operating system (e.g., creating and organizing files and folders).

3. Demonstrate effective input of text and data, using touch keyboarding with proper technique.

4. Input and access data and text efficiently and accurately through proficient use of other input devices, such as the mouse.

5. Create documents with advanced text-formatting and graphics using word processing.

6. Create a file containing customized information by merging documents.

7. Construct a simple spreadsheet, enter data, and interpret the information.

8. Design and produce a basic multimedia project.

9. Plan and create a simple database, define fields, input data, and produce a report using sort and query.

10. Use network resources for storing and retrieving data.

11. Choose appropriate electronic graphic organizers to create, construct, or design a document.

12. Create, organize and manipulate shortcuts.

B. Application of Productivity Tools

Social Aspects

1. Demonstrate an understanding of how changes in technology impact the workplace and society.

2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

3. Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of technology.

4. Describe and practice safe Internet usage.

5. Describe and practice "etiquette" when using the Internet and electronic mail.

Information Access and Research

6. Choose appropriate tools and information resources to support research and solve real world problems, including but not limited to:

        *On-line resources and databases
        *Search engines and subject directories

7. Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources.

Problem Solving and Decision Making

8. Use computer applications to modify information independently and/or collaboratively to solve problems.

9. Identify basic hardware problems and demonstrate the ability to solve common problems.

10. Determine when technology tools are appropriate to solve a problem and make a decision.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Basic Computer Skills and Tools

1. Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print.

2. Create documents including a resume and a business letter using professional format.

3. Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results.

4. Given a database, define fields, input data from multiple records, produce a report using sort and query, and interpret the data.

5. Produce a multimedia project using text, graphics, moving images, and sound.

6. Produce and edit page layouts in different formats using desktop publishing and graphics software.

7. Develop a document or file for inclusion into a website or web page.

8. Discuss and/or demonstrate the capability of emerging technologies and software in the creation of documents or files.

9. Merge information from one document to another.

B. Application of Productivity Tools

Social Aspects

1. Describe the potential and implications of contemporary and emerging computer applications for personal, social, lifelong learning, and workplace needs.

2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

3. Make informed choices among technology systems, resources, and services in a variety of contexts.

4. Use appropriate language when communicating with diverse audiences using computer and information literacy.

Information Access and Research

5. Select and use specialized databases for advanced research to solve real world problems.

6. Identify new technologies and other organizational tools to use in personal, home, and/or work environments for information retrieval, entry, and presentation.

7. Evaluate information sources for accuracy, relevance, and appropriateness.

8. Compose, send, and organize e-mail messages with and without attachments.

Problem-Solving and Decision Making

9. Create and manipulate information, independently and/or collaboratively, to solve problems and design and develop products.

10. Identify, diagnose, and suggest solutions for non-functioning technology systems.

11. Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources.

12. Integrate new information into an existing knowledge base and communicate the results in a project or presentation.

STANDARD 8.2 (TECHNOLOGY EDUCATION) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE NATURE AND IMPACT OF TECHNOLOGY, ENGINEERING, TECHNOLOGICAL DESIGN, AND THE DESIGNED WORLD AS THEY RELATE TO THE INDIVIDUAL, SOCIETY, AND THE ENVIRONMENT.

Descriptive Statement: The following indicators are based on the Standards for Technological Literacy (STL, 2000) and support the National Academy of Engineering’s (2002) call for students to gain technological literacy. Students will be expected to understand the various facets of technology and the design process. They will analyze and evaluate design options and then apply the design process to solve problems. A systems perspective is employed to emphasize the interconnectedness of all knowledge and the impact of technology and technological change. Students will be expected to use technology as it applies to physical systems, biological systems, and information and communication systems. The intent at the elementary and middle school levels is that all students develop technological literacy and are prepared for the option of further study in the field of technology education. At the elementary level, the foundation for technology education is found in the science standards, particularly standards 5.2 and 5.4.

Strands and Cumulative Progress Indicators

By the end of Grade 4, students will:

A. Nature and Impact of Technology

Refer to Science Standards 5.2 and 5.4.

B. Design Process and Impact Assessment

Refer to Science Standards 5.2 and 5.4.

C. Systems in the Designed World

Refer to Science Standards 5.2 and 5.4.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students will:

A. Nature and Impact of Technology

1. Describe the nature of technology and the consequences of technological activity.

2. Describe how components of a technological product, system, or environment interact.

3. Describe how one technological innovation can be applied to solve another human problem that enhances human life or extends human capability.

4. Describe how technological activity has an affect on economic development, political actions, and cultural change.

5. Explain the cultural and societal effects resulting from the dramatic increases of knowledge and information available today.

B. Design Process and Impact Assessment

1. Demonstrate and explain how the design process is not linear.

2. Use hands on activities to analyze products and systems to determine how the design process was applied to create the solution.

3. Identify a technological problem and use the design process to create an appropriate solution.

4. Describe how variations in resources can affect solutions to a technological problem.

5. Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a technological product, system or environment.

C. Systems in the Designed World

1. Explain technological advances in medical, agricultural, energy and power, information and communication, transportation, manufacturing, and construction technologies.

2. Explain reasons why human-designed systems, products, and environments need to be monitored, maintained, and improved to ensure safety, quality, cost efficiency, and sustainability.

3. Explain the functions and interdependence of subsystems such as waste disposal, water purification, electrical, structural, safety, climatic control, and communication.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students electing courses in technology education will:

A. Nature and Impact of Technology

1. Use appropriate data to discuss the full costs, benefits and trade-offs, and risks related to the use of technologies.

2. Explain how technological development is affected by competition through a variety of management activities associated with planning, organizing, and controlling the enterprise.

3. Provide various examples of how technological developments have shaped human history.

B. Design Process and Impact Assessment

1. Analyze a given technological product, system, or environment to understand how the engineering design process and design specification limitations influenced the final solution.

2. Evaluate the function, value, and appearance of technological products, systems, and environments from the perspective of the user and the producer.

3. Develop methods for creating possible solutions, modeling and testing solutions, and modifying proposed design in the solution of a technological problem using hands-on activities.

4. Use a computer assisted design (CAD) system in the development of an appropriate design solution.

5. Diagnose a malfunctioning product and system using appropriate critical thinking methods.

6. Create a technological product, system, or environment using given design specifications and constraints by applying design and engineering principles.

C. Systems in the Designed World

1. Explain the life cycle of a product from initial design to reuse, recycling, remanufacture, or final disposal, and its relationship to people, society, and the environment, including conservation and sustainability principles.

2. Analyze the factors that influence design of products, systems, and environments.

3. Compare and contrast the effectiveness of various products, systems, and environments associated with technological activities in energy, transportation, manufacturing, and information and communication.

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