Educational Technology - (Grades 9-12)

Core Curriculum for Educational Technology

Last updated: 2000

The Educational Technology Core standards and objectives are written to equip students with technology knowledge and skills necessary to successfully live, learn, and work in the 21st century. The objectives are intended not only to teach marketable technology skills but also to apply technology across the curriculum. Consequently, this core should not be taught in isolation of other core content but integrated throughout. Technology is integrated when "it is used in a seamless manner to support and extend curriculum objectives and to engage students in meaningful learning. It is not something one does separately; it is part of the daily activities taking place in the classroom." (Dias, Laurie B., Integrating Technology, Learning & Leading with Technology, November 1999, p. 11)

This curriculum is written with the realization that significant effort may be necessary to fulfill the objectives. Although Utah has been aggressive in building a statewide infrastructure to improve student achievement through integration of technology into the teaching and learning process, not all schools will have sufficient hardware and software in their classrooms or adequately trained teachers. It is expected that schools will plan and initiate steps to reach a position where these standards and objectives can be fully implemented. Inservice training is essential to fully prepare teachers to competently convey the entire curriculum.

This core revision marks a departure from the previous core in two important ways. First, the name of the core changed from information technology to educational technology. Second, the core is divided around grade bands rather than individual grades. The K-2 band, though strongly recommended, is optional. The needed curricular emphasis in these early grades must be on literacy and numeracy.

It is recommended that keyboarding first be taught as a concentrated unit in third grade and reviewed in each succeeding grade to allow students to achieve a high degree of proficiency. Keyboarding should be taught through direct instruction as opposed to a reliance on any commercial software package. Expensive multimedia computers need not be used for this instruction. Third grade teachers should work with secondary applied technology teachers to ensure appropriate instruction.

The standards and performance indicators that follow are adapted from the National Educational Technology Standards for Students. These were based on input and feedback from educational technology experts as well as parents, teachers, and curriculum experts. In addition they reflect information collected from the professional literature and local, state, and national documents.

TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS K-12

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators to the standards. Teachers can use these standards and performance indicators as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

1. Basic operations and concepts
   1. Students demonstrate a sound understanding of the nature and operation of technology systems.
   2. Students are proficient in the use of technology.
2. Social, ethical, and human issues
   1. Students understand the ethical, cultural, and societal issues related to technology.
   2. Students practice responsible use of technology systems, information, and software.
   3. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3. Technology productivity tools
   1. Students use technology tools to enhance learning, increase productivity, and promote creativity.
   2. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.
4. Technology communications tools
   1. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
   2. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5. Technology research tools
   1. Students use technology to locate, evaluate, and collect information from a variety of sources.
   2. Students use technology tools to process data and report results.
   3. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.
6. Technology problem-solving and decision-making tools
   1. Students use technology resources for solving problems and making informed decisions.
   2. Students employ technology in the development of strategies for solving problems in the real world.