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Louisiana K-12
Educational
Technology Standards
Adapted from the National
Educational Technology Standards |
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Louisiana Department of Education
Cecil J. Picard, Superintendent
Approved by BESE
October 1999 |
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Mission Statement
This document provides a framework
for the integration of technology
across the curriculum. |
Philosophy
The Louisiana K-12 State Educational
Technology Guidelines are based on
the National Educational Technology
Standards and the Louisiana State
Content Standards. These technology
standards support the beliefs set
forth by the state educational
technology goal: “All educators
and learners will have access to
technologies that are effective in
improving student achievement.”
The Louisiana K-12 State Educational
Technology Guidelines parallel the
foundation skills and core
understandings embodied in the
Louisiana Content Standards.
Additionally, the guidelines are
designed to reflect the conviction
that technology is best understood
and taught in a realistic and
integrated setting in a variety of
curriculum areas. The alignment of
the technology guidelines with the
foundation skills provides for such
integration across all content
areas. Consequently, these
guidelines and the associated
performance indicators are to be
integrated in all aspects of the
curriculum and not taught in
isolation, utilizing fully the
resources of the classroom, the
school, and the community. The
technology guidelines promote the
development of
technology/information literate
students, including those with
disabilities, to be self-directed
learners, who individually and
collaboratively use
technology/information responsibly
to create quality products and to be
productive citizens. The focus is on
learning with information and
technology rather than learning
about technology. Integration of
these guidelines will be varied and
dynamic, reflecting the diversity of
instructional and student needs in
our schools and districts. |
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Definition
Technology consists of any
electronic tool used for solving
problems, communicating clearly,
processing information, increasing
productivity, accomplishing a task,
making informed decisions, and
enhancing the quality of life.
The Louisiana Content Standards
Initiative recognizes technology as
a valuable tool in the education
process. Establishing guidelines
for technology and for secondary
computer/technology courses will
enhance the effective integration of
technology in standards-based
curricula. |
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K-12 Educational Technology
Guidelines |
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1.
Technology Communication Tools
(Communication Foundation Skill)
¨
Students use telecommunications to
collaborate, publish, and interact
with peers, experts and other
audiences.
¨
Students use a variety of media and
formats to communicate and present
information and ideas effectively to
multiple audiences.
2.
Technology Problem-Solving and
Decision-Making Tools
(Problem Solving Foundation Skill)
¨
Students use appropriate technology
resources for solving problems and
making informed decisions.
¨
Students employ technology for real
world problem solving.
¨
Students evaluate the technology
selected, the process, and the final
results through the use of informed
decision-making skills.
3.
Technology Productivity Tools
(Resource Access and Utilization
Foundation Skill)
¨
Students use technology tools to
enhance learning, increase
productivity, and promote
creativity.
¨
Students use productivity tools to
work collaboratively in developing
technology-rich, authentic,
student-centered products.
4.
Technology Research Tools
(Linking and Generating Knowledge
Foundation Skill)
¨
Students use appropriate technology
to locate, evaluate, and collect
information from a variety of
sources.
¨
Students use technology tools to
process data and report results.
¨
Students evaluate and select new
information resources and
technological innovations based on
the appropriateness to specific
tasks.
5.
Social, Ethical, and Human Issues
(Citizenship Foundation Skill)
¨
Students understand the ethical,
cultural, and societal issues
related to technology.
¨
Students practice responsible use of
technology systems, information, and
software.
¨
Students develop positive attitudes
toward technology uses that support
lifelong learning, collaboration,
personal pursuits, and productivity.
6.
Basic Operations and Concepts
¨
Students demonstrate a sound
understanding of the nature and
operation of technology systems.
Students are proficient in the use
of technology |
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Performance Indicators for Grades
K-4 |
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The following performance indicators
should be used as guidelines in
integrating technology into the
content standards.
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1.
Technology
Communication Tools
2.
Technology Problem
Solving and
Decision-Making Tools
3.
Technology
Productivity Tools
4.
Technology
Research Tools
5.
Social, Ethical,
and Human Issues
6.
Basic Operations
and Concepts |
A.
Identify, explain, and
effectively use input, output
and storage devices of computers
and other technologies (e.g.,
keyboard, mouse, scanner,
adaptive devices, monitor,
printer floppy disk, hard
drive). (5,6)
B.
Use accurate and
developmentally appropriate
terminology (e.g., cursor,
software, hardware, pull down
menu, window, disk drive, hard
drive, CD-ROM, laser disc) when
referring to technology. (6)
C.
Discuss common uses of
technology in daily life and the
advantages and disadvantages
those uses provide. (5,6)
D.
Discuss basic issues
related to responsible use of
technology and information; and
describe personal consequences
of inappropriate use. (5)
E.
Use a variety of
developmentally appropriate
resources and productivity tools
(e.g., logical thinking
programs, writing and graphic
tools, digital cameras, graphing
software) for communication,
presentation, and illustration
of thoughts, ideas, and stories
(e.g., signs, posters, banners,
charts, journals, newsletters,
and multimedia presentation.)
(1,3,4)
F.
Use technology tools
(e.g., publishing, multimedia
tools, and word processing
software) for individual and for
simple collaborative writing,
communication, and publishing
activities for a variety of
audiences. (1,3)
G.
Gather information and
communicate with others using
telecommunications (e.g., email,
video conference, internet) with
support from teachers, family
members, or peers. (1,4,5,6)
H.
Utilize search strategies
employing keywords, phrases, and
Boolean operators (and, or, not)
to access and retrieve
information. (4)
I.
Evaluate electronic
information for accuracy,
relevance, appropriateness,
comprehensiveness, and bias.
(2,4,5)
J.
Use technology resources
to assist in problem-solving,
self-directed learning, and
extended learning activities.
(2,4 |
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Performance Indicators for Grades
5-8 |
The following performance indicators
should be used as guidelines in
integrating technology into the
content standards
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1.
Technology Communication
Tools
2.
Technology Problem
Solving and Decision-Making
Tools
3.
Technology Productivity
Tools
4.
Technology Research Tools
5.
Social, Ethical, and
Human Issues
6. Basic Operations and Concepts |
A.
Identify and define
computer and networking terms
(e.g. modem, file server, client
station, LAN, Internet/Intranet,
data storage device). (6)
B.
Understand and apply
common troubleshooting
techniques. (6)
C.
Demonstrate the
operations of a computer (e.g.,
touch-keyboarding skills, save,
organize and back-up files) and
other peripheral devices
(scanner, digital and video
cameras, VCR, laser disc player)
at an intermediate level. (6)
D.
Compose and edit a
multi-page document with
appropriate formatting using
word-processing skills. (e.g.,
menu, tool bars, dialog boxes,
spell check, thesaurus, page
layout, headers and footers,
word count, margins, tabs,
spacing, columns, page
orientation) (1, 3, 6)
F.
Recognize the importance
of information technology and
its effect on the workplace and
society. (5)
G.
Use multimedia tools and
desktop publishing to develop
and present computer-generated
projects for directed and
independent learning activities.
(1,3)
H.
Use technology tools
(e.g., multimedia authoring,
writing tools, digital cameras,
drawing tools, web tools) to
gather information for problem
solving, communication,
collaborative writing and
publishing to create products
for various audiences. (1,3,4)
I.
Demonstrate intermediate
e-mail skills (e.g., sending
attachments, organizing an
address book, forwarding
messages). (1,4)
J.
Understand Internet
concepts (e.g., website,
hypertext link, bookmarks, URL
addresses) and apply
intermediate on-line searching
techniques (e.g., employ
keyword, phrases, and Boolean
Operators). (1,4)
K.
Use telecommunications
and online resources efficiently
and effectively to collaborate
with peers, experts, and others
to investigate
curriculum-related problems,
issues, and information and to
develop solutions or products
for various audiences. (1,2,3,4)
L.
Communicate information
using spreadsheets and databases
to visually represent data and
integrate into other documents
(e.g., entering data, formatting
using formulas, analyzing data,
and sorting). (1,2,3,4)
M.
Determine when technology
is useful and select the
appropriate tool(s) and
technology resources to address
a variety of tasks and problems.
(2)
N. Research and evaluate
the accuracy, relevance,
appropriateness,
comprehensiveness, and bias of
electronic information. (2,4,5) |
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Performance Indicators for Grades
9-12 |
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The following performance indicators
should be used as guidelines in
integrating technology into the
content standards. |
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1.
Technology Communication
Tools
2.
Technology Problem
Solving and Decision-Making
Tools
3.
Technology Productivity
Tools
4.
Technology Research Tools
5.
Social, Ethical, and
Human Issues
6. Basic Operations and Concepts
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A.
Apply strategies for
identifying and solving routine
hardware and software problems
that occur during everyday use.
(6)
B.
Make informed choices
among technology systems,
resources, and services. (5,6)
C.
Demonstrate knowledge and
skills of Internet use and other
resources consistent with
acceptable use policies
including the legal consequences
of plagiarism and the need for
authenticity in student work
through an understanding of
copyright issues. (5)
D.
Demonstrate and advocate
legal and ethical behaviors
among peers, family, and
community regarding the use of
technology and information. (5)
E.
Explain and use advanced
terminology, tools, and concepts
associated with software
applications,
telecommunications, and emerging
technologies. (1,3)
F.
Use technology tools and
resources for managing and
communicating
personal/professional
information (e.g., finances,
schedules, addresses, purchases,
correspondence). (1,3)
G.
Refine knowledge and
enhance skills in keyboarding,
word processing, desktop
publishing, spreadsheets,
databases, multimedia, and
telecommunications in preparing
and presenting classroom
projects. (3,6)
H.
Collaborate (e.g.,
desktop conferencing, e-mail,
on-line discussions) with peers,
experts, and others to compile,
synthesize, produce and
disseminate information, models,
and other creative works.
(1,2,3,5)
I.
Evaluate technology-based
options for lifelong learning.
(4)
J.
Use appropriate
technology to locate, retrieve,
organize, analyze, evaluate, and
communicate information for
problem solving and decision
making.(1,2,4)
K.
Evaluate the usage of technology
and the processes involved
during and upon completion of
individual and group projects.
(2,5) |
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This
page was last updated on July 11,
2003. |
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