Michigan Department of Education
Educational Technology Standards
BASIC OPERATIONS AND CONCEPTS
By the end of Grade 12 each student will: 1. discuss emerging technoogy resources (e.g., podcasting, webcasting, compressed video delivery, online fi le sharing, graphing calculators, global positioning software)
2. identify the capabilities and limitations of emerging communication resources
3. understand the importance of both the predictable and unpredictable impacts of technology
4. identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role as a lifelong learner
5. understand the purpose, scope, and use of assistive technology
6. understand that access to online learning increases educational and workplace opportunities
7. be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills
8. understand the relationship between electronic resources, infrastructure, and connectivity
9. routinely apply touch-typing techniques with advanced accuracy, speed, and effi ciency 10. assess and solve hardware and software problems by using online help or other user documentation and support
11. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)
12. demonstrate how to import/export text, graphics, or audio files
13. proofread and edit a document using an application’s spelling and grammar checking functions
SOCIAL, ETHICAL, AND HUMAN ISSUES
By the end of Grade 12 each student will: 1. identify legal and ethical issues related to use of information and communication technology
2. analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses
3. discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society
4. discuss the possible consequences and costs of unethical uses of information and computer technology
5. identify ways that individuals can protect their technology systems from unethical or unscrupulous users
6. demonstrate the ethical use of technology as a digital citizen and lifelong learner
7. explain the differences between freeware, shareware, and commercial software
8. adhere to fair use and copyright guidelines
9. create appropriate citations for resources when presenting research findings
10. adhere to the district acceptable use policy as well as state and federal laws
11. explore career opportunities and identify their related technology skill requirements
12. design and implement a personal learning plan that includes technology to support his/her lifelong learning goals
TECHNOLOGY PRODUCTIVITY TOOLS
By the end of Grade 12 each student will: 1. complete at least one online credit, or non-credit, course or online learning experience
2. use technology tools for managing and communicating personal information (e.g., fi nances, contact information, schedules, purchases, correspondence)
3. have access to and utilize assistive technology tools
4. apply advanced software features such as an application’s built-in thesaurus, templates, and styles to improve the appearance of word processing documents, spreadsheets, and presentations
5. identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project
6. use an online tutorial and discuss the benefi ts and disadvantages of this method of learning
7. develop a document or file for inclusion into a web site or web page
8. use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work)
9. have the opportunity to participate in real-life experiences associated with technology-related careers
TECHNOLOGY COMMUNICATIONS TOOLS
By the end of Grade 12 each student will: 1. identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, vir tual reality)
2. use available technologies (e.g., desktop conferencing, e-mail, groupware, instantmessaging) to communicate with others on a class assignment or project
3. use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences
4. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications
5. plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing)
TECHNOLOGY RESEARCH TOOLS
By the end of Grade 12 each student will: 1. compare, evaluate, and select appropriate internet search engines to locate information
2. formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research fi ndings
3. determine if online sources are authoritative, valid, reliable, relevant, and comprehensive
4. distinguish between fact, opinion, point of view, and inference
5. evaluate resources for stereotyping, prejudice, and misrepresentation
6. develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys)
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
By the end of Grade 12 each student will: 1. use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning
2. describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and fi eld experts
3. formulate a research question or hypothesis, then use appropriate information and
4. communication technology resources to collect relevant information, analyze the
findings, and report the results to multiple audiences
By the end of Grade 12 each student will: 1. discuss emerging technoogy resources (e.g., podcasting, webcasting, compressed video delivery, online fi le sharing, graphing calculators, global positioning software)
2. identify the capabilities and limitations of emerging communication resources
3. understand the importance of both the predictable and unpredictable impacts of technology
4. identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role as a lifelong learner
5. understand the purpose, scope, and use of assistive technology
6. understand that access to online learning increases educational and workplace opportunities
7. be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills
8. understand the relationship between electronic resources, infrastructure, and connectivity
9. routinely apply touch-typing techniques with advanced accuracy, speed, and effi ciency 10. assess and solve hardware and software problems by using online help or other user documentation and support
11. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)
12. demonstrate how to import/export text, graphics, or audio files
13. proofread and edit a document using an application’s spelling and grammar checking functions
SOCIAL, ETHICAL, AND HUMAN ISSUES
By the end of Grade 12 each student will: 1. identify legal and ethical issues related to use of information and communication technology
2. analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses
3. discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society
4. discuss the possible consequences and costs of unethical uses of information and computer technology
5. identify ways that individuals can protect their technology systems from unethical or unscrupulous users
6. demonstrate the ethical use of technology as a digital citizen and lifelong learner
7. explain the differences between freeware, shareware, and commercial software
8. adhere to fair use and copyright guidelines
9. create appropriate citations for resources when presenting research findings
10. adhere to the district acceptable use policy as well as state and federal laws
11. explore career opportunities and identify their related technology skill requirements
12. design and implement a personal learning plan that includes technology to support his/her lifelong learning goals
TECHNOLOGY PRODUCTIVITY TOOLS
By the end of Grade 12 each student will: 1. complete at least one online credit, or non-credit, course or online learning experience
2. use technology tools for managing and communicating personal information (e.g., fi nances, contact information, schedules, purchases, correspondence)
3. have access to and utilize assistive technology tools
4. apply advanced software features such as an application’s built-in thesaurus, templates, and styles to improve the appearance of word processing documents, spreadsheets, and presentations
5. identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project
6. use an online tutorial and discuss the benefi ts and disadvantages of this method of learning
7. develop a document or file for inclusion into a web site or web page
8. use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work)
9. have the opportunity to participate in real-life experiences associated with technology-related careers
TECHNOLOGY COMMUNICATIONS TOOLS
By the end of Grade 12 each student will: 1. identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, vir tual reality)
2. use available technologies (e.g., desktop conferencing, e-mail, groupware, instantmessaging) to communicate with others on a class assignment or project
3. use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences
4. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications
5. plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing)
TECHNOLOGY RESEARCH TOOLS
By the end of Grade 12 each student will: 1. compare, evaluate, and select appropriate internet search engines to locate information
2. formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research fi ndings
3. determine if online sources are authoritative, valid, reliable, relevant, and comprehensive
4. distinguish between fact, opinion, point of view, and inference
5. evaluate resources for stereotyping, prejudice, and misrepresentation
6. develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys)
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
By the end of Grade 12 each student will: 1. use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning
2. describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and fi eld experts
3. formulate a research question or hypothesis, then use appropriate information and
4. communication technology resources to collect relevant information, analyze the
findings, and report the results to multiple audiences