Level III competencies are not included in the checklist because they are discipline-specific.
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Level I. Basic Technology Equipment Operations and Concepts (Level I competencies in depth) Definition ___ b. Help students access files in other drives ___ c. Help students save files ___ d. Help students delete files ___ e. Help students organize folders ___ f. Help students maintain backups on appropriate system 2. Terminology Definition ___ b. Help students to use appropriate computer and/or technology terminology in oral communications 3. Trouble-shooting Definition Describe and implement basic trouble-shooting techniques for multimedia computer systems with related peripheral devices. a. Help students learn basic trouble-shooting techniques for multimedia computer systems ___ a. Help students learn how to use basic equipment ___ b. Help students learn how to use discipline-specific equipment
___ a. Help students gain awareness of the uses and impact of computing technology in business ___ b. Help students gain awareness of the uses and impact of computing technology in industry ___ c. Help students gain awareness of the uses and impact of computing technology in society 6. Ethics Issues Definition Demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology. ___ a. Help students gain awareness of equity concerning use of computers and technology ___ b. Help students gain awareness of ethics concerning use of computers and technology ___ c. Help students gain awareness of legal issues concerning use of computers and technology, including copyright laws ___ d. Help students gain awareness of human issues concerning use of computers and technology ___ a. Help students with special needs to incorporate adaptive assistive devices |
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Level II. Technology Resources and Tools for Information Literacy (Level II in-depth)Tools to Access Information 8. WWW Information Sources Definition Use World Wide Web sources to access information and analyze the authority, accuracy, currency, and relevance. Checklist ___ a. Help students efficiently access Web resources in their research ___ b. Help students evaluate the authority of the sources ___ c. Help students evaluate the accuracy of the sources ___ d. Help students evaluate the currency of the sources ___ e. Help students evaluate the relevance of the sources Example Students in a high school English class are learning about the importance of point of view in both literature and history. While participating in the learning activity, students visit websites to view actual documents from different periods, and write news stories for publication in an electronic newspaper. This learning activity helps students to locate, evaluate, and collect information using the Web. 9. Electronic Information Sources Definition Use electronic informational and reference sources (e.g., CD-ROMs or laserdiscs about oceans, art, Shakespeare, or Africa, or a periodical index or multimedia encyclopedia) to access information and analyze the authority, accuracy, currency, and relevance. Checklist ___ a. Help students to efficiently access information in electronic formats for their research ___ b. Help students evaluate the authority of the sources ___ c. Help students evaluate the accuracy of the sources ___ d. Help students evaluate the currency of the sources ___ e. Help students evaluate the relevance of the sources Example Middle school students are brainstorming what they already know about animals that live in cold-weather climates. To stimulate discussion, the teacher is using CD-ROMs and electronic encyclopedias so the students can acquire more information about the animals. 10. A/V Information Sources Definition Use audio/visual resources (audiotapes, videos, or slides) to access information and analyze the authority, accuracy, currency, and relevance. Checklist ___ a. Help students to efficiently use audio/visual resources to find information ___ b. Help students evaluate the authority of the sources ___ c. Help students evaluate the accuracy of the sources ___ d. Help students evaluate the currency of the sources ___ e. Help students evaluate the relevance of the sources Example Groups of high school English students are working collaboratively on research about Charles Dickens’s life, his writing style, and use of figurative language. To help students study the works of Dickens, the teacher is showing them videos about those works, which have been made into films or adapted for theaters. |
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Tools to Use Information 11. Internet Communications Definition Use Internet and e-mail to communicate with others. Checklist ___ a. Help students to efficiently use e-mail to communicate with other students and experts at remote sites. ___ b. Help students to efficiently use telecollaborative project websites to communicate with other students and experts at remote sites. Example Middle grade foreign language students make electronic connections with students in other countries to exchange information about different subjects to help them explore languages and cultures. In the process of information exchange, the students from different schools work together on projects of common interest and gain a truly international experience. 12. Video Conferencing Definition Use video conferencing such as the Iowa Communications Network (ICN) to communicate with others. Checklist ___ a. Help students to efficiently engage in video conferencing sessions to communicate with other students and experts at remote sites Example By means of video conferencing, high school foreign language students are communicating with students in Germany and Austria to gain information about their cultures and literature. This activity has been designed to support the mastery of vocabulary and help students to communicate effectively in German. It also helps students to draw comparisons between their own lives and the lives of typical Germans and Austrians. 13. Multimedia Presentation Software Definition Use multimedia software to create multimedia reports or presentations. Checklist ___ a. Help students to efficiently use multimedia software to present information creatively or persuasively. ___ b. Help students to efficiently use multimedia software to create multimedia reports ___ c. Help students to efficiently use multimedia software to create multimedia presentations Example Middle school English students use video interviews, hypermedia stacks, Web pages, and other technologies to conceptualize and create multimedia representations of different heroes and heroines. Students work in groups on Internet-based research and learn advanced word-processing skills to create multimedia reports that can be shared with a wide variety of audiences. 14. WWW Authoring Definition Use World Wide Web authoring software or HTML code to create an educational website. Checklist ___ a. Help students to efficiently use WWW authoring software to publish their projects on the Web. ___ b. Help students to efficiently use HTML code to publish their projects on the Web. Example High school English language students use Web-based information resources to find information about different American poets. They use a variety of media to gather information. They read literature and review a variety of media productions, which helps them create their own educational websites to reflect this information. 15. A/V Production Definition Use audio/visual technology (audiotape, video, or slides) to produce artistic or informational audio/visual projects. Checklist ___ a. Help students to efficiently use audio/visual technology to produce artistic audio/visual artistic projects using basic editing techniques. ___ b. Help students to efficiently use audio/visual technology to produce informational audio/visual projects using basic editing techniques. Example High school history students re-enact scenes from war times that they have read about in primary sources. Students videotape their scenes to be shown to the class. |
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Software Applications 16. Word Processing Definition Use word processing and print layout design applications to compose, revise, and produce materials, documents, newsletters, or brochures. Checklist ___ a. Help students to efficiently use word processing and print layout design applications to compose, revise, and produce professional looking materials ___ b. Help students to efficiently use word processing and print layout design applications to compose, revise, and produce professional looking documents ___ c. Help students to efficiently use word processing and print layout design applications to compose, revise, and produce professional looking reports ___ d. Help students to efficiently use word processing and print layout design applications to compose, revise, and produce professional looking brochures ___ e. Help students to efficiently use word processing and print layout design applications to compose, revise, and produce professional looking newsletters Example Middle school English language students are divided into groups to produce a word-processed newsletter which will express their point of view on the main trends of the works of their chosen American poets. The newsletters will be published and given to all other students involved in this project. 17. Database Definition Use databases to collect, organize, and analyze data, and produce meaningful reports to aid in problem solving. Checklist ___ a. Help students to efficiently create and use databases to collect, organize, and analyze data to produce meaningful reports that answer questions about their information ___ b. Help students to efficiently create and use databases to collect, organize, and analyze data to aid in problem solving Example Elementary school science students are involved in a project about wild animals. They have to find information about the animals such as their average size, life expectancy, habitats, etc. The students record these data in a database and compare the results in order to determine which animals would be best suited to live on an outpost in outer space. 18. Spreadsheet Definition Use spreadsheets to calculate and display information and produce meaningful reports to aid in problem solving. Checklist ___ a. Help students to efficiently use spreadsheets to improve their data keeping, analysis, and report-generating skills. ___ b. Help student to efficiently use spreadsheets to produce meaningful reports to aid in problem solving. Example Middle school math students are introduced to a project in which they describe the concept of one million. Because students are spending money, they create a theme for how the money is to be spent. Using a spreadsheet, students create the categories needed for their chosen theme. They use formulas to make sure they spend as close to $1 million as possible. 19. Graphic Organizer Definition Use graphic organizer software to display information graphically for brainstorming or decision-making sessions. Checklist ___ a. Help students to efficiently use graphic organizer software to organize their thoughts and ideas about a topic. ___ b. Help students to efficiently use graphic organizer software to display information graphically for brainstorming or decision-making sessions. Example Kindergartners are brainstorming characteristics of farm animals for their Kid Pix project. The teacher guides their brainstorming, using graphic organizer software. Students list new categories of information as the teacher records this in the class mind map. Later, groups of students will select a category from those listed for further investigation on their field trip to a farm. 20. Instructional Software Definition Use instructional software to support student learning and professional review sources to match software to the needs of learners in the special education or regular classroom. Checklist ___ a. Use professional review sources to match software to the needs of learners in the special education or regular classroom. ___ b. Incorporate instructional software appropriate for the needs of the learner. Example At the primary level, foreign language students are learning how to use spoken, written, and visual language to communicate within the context of a story. The teacher is using the interactive book on CD-ROM to encourage students to use technology to gain information about the story’s settings, to analyze and interpret information, and to make generalizations about what they’ve read in the book. |