 Technology Applications EPIs
Standard I | Standard II
| Standard III | Standard IV | Standard V
Standard I. All teachers use technology-related terms, concepts, data
input strategies, and ethical practices to make informed decisions about current
technologies and their applications. |
*
demonstrate = can write, can discuss, can illustrate and clarify, can meet performance
based expectations, can apply knowledge to specific situation, can provide instruction to
others, can use knowledge to problem solve in new context, etc. |
| Expectations |
Profile |
Indicators |
| 1.1k |
Knows and understands the appropriate use of
hardware components, software programs, and their connections |
|
|
| 1.1s |
Demonstrate knowledge and appropriate use of operating
systems, software applications, and communication and networking components |
Identify and demonstrate basic understanding
of operating systems Demonstrate ability to access and navigate
software applications
Demonstrate ability to access and navigate communication components
Demonstrate ability to access and navigate network components |
Teacher/student demonstrates* components of
the operating system and basic navigational schemes in manner that confirms basic
understanding Observation and products confirm teacher/student
ability to access/navigate software applications
Teacher/student products (e.g., email, attachments, discussion
responses, etc.) demonstrates* ability to use multiple communication components
Teacher/student demonstrates* use of network components and navigation
of such components in manner that confirms basic understanding.
Instructional strategies demonstrate* systematic instruction on basic
technology principles
Teacher/student products confirm ability to use networks for varied
purposes |
| 1.2s |
Compare, contrast, and appropriately use
various input, processing, output, and primary/secondary storage devices
|
Identify, compare/contrast and use appropriate
input, processing, and output devices Identify, compare/contrast
and use contemporary primary/secondary storage devices |
Teacher/student demonstrates* in a manner
indicating awareness of multiple input/output/processing devices Teacher/student
product demonstrates* use of multiple input devices and use of multiple output devices
Teacher/student demonstrates* understanding of storage devices and how
products may be saved in multiple locations
Instructional strategies demonstrate* systematic instruction about
input, processing, output, and storage devices
Teacher/student demonstrates* rationale for selection of location
demonstrates* understanding of issues |
| 1.3s |
Select and use software for a defined task according to quality, appropriateness, effectiveness, and
efficiency |
Examine software products for appropriate
reinforcement of concepts Examine software for relevance to
defined task based on selection criteria
demonstrate ability to use selected software |
Teacher/student demonstrates* correct and
appropriate use of software Software selection reinforces
concepts developed in the classroom
Teacher/student demonstrates* selection criteria based on intent to pick
the correct tool for the task |
| 1.4S |
Delineate and make necessary adjustments regarding
compatibility issues including, but not limited to, digital file formats and cross
platform connectivity |
Format digital material (textual) in multiple
formats Format digital material (graphical) in multiple formats
demonstrate ability to format material for cross platform use |
Teacher/student demonstrates* compatibility
issues in a meaningful way Teacher/student product demonstrates*
text material in multiple formats
Teacher/student product demonstrates* graphical material in multiple
formats
Teacher/student product saved in multiple formats
Instructional strategies demonstrate* systematic instruction about
compatibility issues |
| 1.5s |
Use technology terminology appropriate to the task |
Communicate about technology using accurate
terminology Use accurate vocabulary to describe procedures and
associated equipment |
Teacher/student demonstrates* appropriate use
of vocabulary Instructional strategies demonstrate* correct
use of vocabulary related to technology
Teacher/student products (digital and print) provides evidence of
appropriate technology use |
| 1.6s |
Perform basic software application functions
including, but not limited to, opening an application program and creating, modifying,
printing, and saving documents |
Demonstrate basic
software functions (e.g., open, save, print, edit, view, format, etc.) Demonstrate ability to use selected applications to create and save a document
|
Teacher/student products demonstrate*
creating, modifying, printing, and saving a document Teacher/student
demonstrations confirm understanding of technical tasks
Teacher/student products provide evidence of use of various applications
|
| 1.7s |
Explain the differences between analog and digital
technology systems and give examples of each |
Identify digital and analog systems Differentiate between analog and digital systems |
Teacher/student discussion demonstrates*
knowledge of analog and digital systems |
| 1.8s |
Use appropriate terminology related to the Internet
including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs),
electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide
Web (WWW) pages, and HyperText Markup Language (HTML) |
Communicate about the Internet using
appropriate terminology |
Teacher/student demonstrates* appropriate use
of vocabulary related to the Internet Instructional
strategies demonstrate* appropriate use of vocabulary related to Internet
Teacher/student products (digital and print) demonstrate* evidence of
appropriate use of terminology |
| 1.9s |
Compare and contrast LANs, WANs, Internet, and
intranet |
Identify various network types Compare/contrast network types |
Teacher/student products demonstrate* evidence
of appropriate use of terminology Teacher/student demonstrates*
use of network components and navigation of such components
Teacher/student products demonstrate* ability to use networks for varied
purposes |
| 1.2k |
Knows and understands data input skills
appropriate to the task |
|
|
| 1.10s |
Use a variety of input devices such as mouse/track
pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or
joystick |
Select and appropriately use contemporary
input devices |
Teacher/student interaction indicates
awareness of multiple input devices Teacher/student products
demonstrate* use of multiple input devices |
| 1.11s |
Demonstrate keyboarding proficiency in technique and
posture while building speed |
Demonstrate proper
keyboarding technique Demonstrate proper keyboarding posture
|
Teacher/student products/assignments document
increase in speed/proficiency Instructional strategies
demonstrate* systematic instruction in keyboarding technique and posture
Observation documents correct use of technique/posture |
| 1.12s |
Use digital keyboarding standards for data input such
as one space after punctuation, the use of em/en dashes, and smart quotation marks |
Demonstrate knowledge
and use of digital keyboarding standards Use digital keyboarding
standards to create products |
Teacher/student products demonstrate*
appropriate use of digital keyboarding standards Teacher/student
demonstrates* knowledge of digital keyboarding standards
Teacher/student demonstrates* knowledge of differences between
keyboarding standards and typing techniques
Instructional strategies demonstrate* systematic instruction about
digital keyboarding standards |
| 1.13s |
Develop strategies for capturing digital files while
conserving memory and retaining image quality |
Demonstrate/use strategies for capturing
digital files Develop/use strategies for conserving memory with
appropriate quality
Integrate graphics appropriately |
Teacher/student products contain digital
images that conserve memory while retaining high quality Teacher/student
demonstrates* understanding of image quality issues
Instructional strategies demonstrate* systematic instruction in
file/image management |
| 1.3k |
Knows and understands issues regarding the use
of technology in society |
|
|
| 1.14s |
Discuss copyright laws, variations, and issues,
including but not limited to, computer hacking, computer piracy, intentional virus
setting, and invasions of privacy |
Insure all materials include appropriate
application of copyright law Discuss issues such as hacking,
piracy, viruses, and other ethical and legal considerations |
Teacher/student models careful distribution of
copyrighted materials and compliance with fair use doctrine Teacher/student
products demonstrate* proper citation technique
Evidence of implementation of classroom policies about copyright and
plagiarism
Instructional strategies demonstrate* a systematic approach to ethical
and legal considerations in use of technology |
| 1.15s |
Model ethical acquisition and use of digital
information, including citing sources using established methods |
Implement procedures and management techniques
concerning use and network access to files Establish specific
classroom policies to address school Acceptable Use Policy (AUP)
Identify and discuss issues of ethical use of digital information
Identify and discuss proper citation techniques |
Teacher/student products demonstrate* proper
citation techniques and knowledge of AUP Evidence of
monitoring/enforcement of AUP
Classroom activities include issues of copyright, acceptable use, etc.,
are in compliance with AUP
Instructional strategies demonstrate* systematic instruction about
ethical and legal considerations in use of technology |
| 1.16s |
Demonstrate proper etiquette and knowledge of
acceptable use of electronic information and products while in an individual classroom,
lab, or on the Internet or intranet |
Identify and explain important issues about
legal and ethical use Identify and discuss etiquette
issues
Identify and discuss school/classroom AUP issues
Establish classroom policies to address specific ethical/legal issues
|
Evidence of AUP Evidence
of monitoring/enforcement of AUP
Instructional strategies demonstrate* specific instruction about
etiquette and AUP
Teacher/student models acceptable etiquette and compliance of AUP
|
| 1.17s |
Identify the impact of technology applications on
society through research, interviews, and personal observation |
Identify and explain important issues about
technologies impact on society |
Teacher/student demonstrate* understanding of
the impact of technology upon society Teacher/student products
provide evidence of research, interviews, and observation concerning the impact of
technology upon society
Instructional strategies demonstrate* systematic instruction on the
impact of technology |
| 1.18s |
Demonstrate knowledge of the importance of technology
to future careers, life-long learning, and daily living for individuals of all ages |
Identify and explain important issues about
technology for future issues |
Teacher/student demonstrates* knowledge of
relevancy of technology to future issues Teacher/student products
demonstrate* knowledge about technology and future implications
Instructional strategies demonstrate* systematic instruction on the
importance of technology for future/current issues |
Standard I | Standard II | Standard III | Standard IV | Standard V
Standard II. All teachers identify task
requirements, apply search strategies, and use current technology to efficiently acquire,
analyze, and evaluate a variety of electronic information |
*
demonstrate = can write, can discuss, can illustrate and clarify, can meet performance
based expectations, can apply knowledge to specific situation, can provide instruction to
others, can use knowledge to problem solve in new context, etc. |
| Expectations |
Profile |
Indicators |
| 2.1k |
A variety of strategies for acquiring
information from electronic resources |
|
|
| 2.1s |
Use strategies to locate and acquire desired
information from collaborative software and on networks, including the Internet and
intranets |
Identify/explain important issues surrounding
location/acquisition of information Identify/select appropriate
digital search and research tools
Identify/select appropriate network search tools/strategies |
Teacher/student products demonstrate* varied
reference points collected from varied networks and sources Teacher/student
products demonstrate* use of varied search strategies to gather resources
Instructional strategies demonstrate* systematic instruction in use of
various search strategies |
| 2.2s |
Apply appropriate electronic search strategies in the
acquisition of information, including keyword and Boolean search strategies |
Identify/use appropriate search strategies to
acquire information Apply search strategies designed to
narrow/target search result |
Teacher/student products/activities provide
evidence of multiple search strategies Teacher/student search
activities demonstrate* increased sophistication across time
Instructional strategies show evidence of systematic instruction in
age-appropriate, sophisticated search strategies |
| 2.2k |
How to acquire electronic information in a
variety of formats |
|
|
| 2.3s |
Identify, create and use files in various
formats, such as text, bitmapped/vector graphics, image, video, and audio files |
Identify/create/manipulate a variety of file
formats to gain electronic information Use multiple file formats
to create products (text and graphical) |
Teacher/student products contain files in
multiple formats Instructional strategies show systematic
instruction about age-appropriate file formats |
| 2.4s |
Access, manage, and manipulate information
from secondary storage and remote devices |
Access secondary storage and remote devices
Manage information from secondary storage and remote devices
Manipulate information from secondary storage and remote devices |
Teacher/student demonstrates* ability to
access information from various storage devices Teacher/student
demonstrate* ability to merge files through use of secondary devices
Instructional strategies show evidence of systematic instruction about
issues related to secondary storage and remote devices |
| 2.5s |
Use on-line help and other documentation |
Demonstrate use of
on-line help to solve problems Demonstrate awareness/use of
documentation to solve problems |
Instructional strategies show evidence of
systematic instruction about on-line help Teacher/student
exhibits use of on-line help to solve problems |
| 2.3k |
How to evaluate acquired electronic
information |
|
|
| 2.6s |
Determine and employ methods to evaluate
electronic information for accuracy and validity |
Plan strategies for evaluating electronic
information Implement strategies for evaluating electronic
information |
Instructional strategies demonstrate*
instruction related to verification of accuracy and validity from electronic sources
Teacher/student products contain verifiable information
Teacher/student demonstrates* understanding of methods to verify
accuracy and validity |
| 2.7s |
Resolve information conflicts and validate
information by accessing, researching, and comparing data from multiple sources |
Plan methods to resolve information conflicts
through use of multiple sources Plan validation strategies
Implement validation strategies
Demonstrate ability to resolve information conflicts |
Instructional strategies provide evidence of
systematic instruction related to use of multiple sources to verify accuracy and validity
Teacher/student products contain verifiable information
Teacher/student demonstrates* understanding of use of multiple sources
for verification purposes |
| 2.8s |
Identify the source, location, media type,
relevancy, and content validity of available information |
Demonstrate ability to
identify source, location, type, relevancy, and validity of electronic information Plan/implement strategies designed to gather information for the identification
of types/kinds of electronic information |
Teacher/student demonstrates* understanding of
issues related to identification of types of electronic information Teacher/student products contain evidence identifying source, location, media
type, relevancy, and content validity of available information
Instructional strategies provide evidence of systematic instruction
related to identification of types of electronic information |
Standard I | Standard II | Standard III | Standard IV | Standard V
Standard III. All teachers use task-appropriate
tools to synthesize knowledge, create and modify solutions, and evaluate results in a way
that supports the work of individuals and groups in problem-solving situations. |
*
demonstrate = can write, can discuss, can illustrate and clarify, can meet performance
based expectations, can apply knowledge to specific situation, can provide instruction to
others, can use knowledge to problem solve in new context, etc. |
| Expectations |
Profile |
Indicators |
| 3.1k |
How to use appropriate computer-based
productivity tools to create and modify solutions to problems |
|
|
| 3.1s |
Plan, create, and edit word processing
documents using readable fonts, alignment, page setup, tabs, and ruler settings |
Identify, select, and use appropriate word
processing skills and tools to plan, create, and edit documents Demonstrate
ability to format documents beyond default settings |
Teacher/student products include edited word
processing documents Teacher/student sample documents
demonstrate* use of various word processing skills
Instructional strategies demonstrate* systematic instruction related to
word processing, including instruction in page and document setup |
| 3.2s |
Plan, create, and edit spreadsheet documents
using all data types, formulas and functions, and chart information |
Identify, select, and use appropriate
spreadsheet skills and tools to plan, create, and edit documents Demonstrate
ability to format spreadsheets beyond default settings |
Teacher/student products include edited
spreadsheet documents Teacher/student documents demonstrate* use
of various spreadsheet functions
Instructional strategies demonstrate* systematic instruction related to
use of spreadsheets including instruction in data types, formulas, functions, and chart
information |
| 3.3s |
Plan, create, and edit databases by
defining fields, entering data, and designing layouts appropriate for reporting |
Identify, select, and use appropriate database
skills and tools to plan, create, and edit documents Demonstrate
ability to format databases beyond default settings |
Teacher/student products show use of databases
for reporting purposes Teacher/student documents demonstrate* use
of various database functions
Instructional strategies provide evidence of systematic instruction
related to use of databases including instruction in field definition, data entry, layout
design, and report formats |
| 3.4s |
Demonstrate proficiency in the use of
multimedia authoring programs by creating linear or non-linear projects incorporating
text, audio, video, and graphics |
Identify, select, and use appropriate
authoring programs and tools to plan, create, and edit documents Demonstrate
ability to create linear and non-linear projects incorporating text, audio, video, and
graphics |
Teacher/student products include use of
multimedia authoring programs Teacher/student projects
demonstrate* use of various multimedia authoring techniques incorporating text, audio,
video, and graphics
Instructional strategies provide evidence of systematic instruction
related to use of multimedia authoring programs to create linear and non-linear projects
Teacher/student work samples document use of various authoring programs
|
| 3.5s |
Plan, create, and edit a document using desktop
publishing techniques including, but not limited to, the creation of multi-column or
multi-section documents with a variety of text-wrapped frame formats |
Identify, select, and use appropriate desktop publishing skills and tools to plan, create, and edit
documents Integrate graphics appropriately
Demonstrate ability to use desktop publishing techniques (e.g., font
management, layout, design, etc.) to create complex documents |
Teacher/student products include desktop
publishing techniques Teacher/student sample documents
demonstrate* use of various desktop publishing techniques
Instructional strategies provide evidence of systematic instruction
related to use of desktop publishing techniques |
| 3.6s |
Differentiate between and demonstrate*
appropriate use of graphic tools found in draw and paint applications |
Identify, select, and use appropriate graphics tools to plan, create, and edit documents Integrate graphics appropriately
Demonstrate ability to create a document using a variety of draw and
paint tools |
Teacher/student products include items
produced with draw and paint applications Teacher/student products
demonstrate* use of various skills associated with draw and paint applications
Instructional strategies provide evidence of systematic instruction
related to use of draw and paint techniques |
| 3.7s |
Integrate two or more productivity tools, including,
but not limited to, tables, charts and graphs, graphics from paint or draw programs, and
mail merge |
Identify, select, and use appropriate productivity tools to plan, create, and edit documents Use basic proofing tools
Integrate graphics appropriately
Demonstrate ability to create a document requiring use of multiple
productivity tools |
Teacher/student products include items
produced using two or more productivity tools Teacher/student
products demonstrate* use of skills across multiple applications
Instructional strategies provide evidence of systematic instruction in
the use of multiple programs to produce a single document |
| 3.8s |
Use interactive virtual environments, appropriate to
level, such as virtual reality or simulations |
Identify, select, and use appropriate
interactive virtual environments |
Teacher/student products demonstrate* use of
virtual reality or simulations Instructional strategies provide
evidence of systematic instruction in use of interactive virtual environments |
| 3.9s |
Use technical writing strategies to create
products such as a technical instruction guide |
Demonstrate use of
technical writing strategies Use appropriate editing tools
|
Teacher systematically provides instruction in
technical writing strategies Teacher/student samples reflect
knowledge and use of technical writing strategies |
| 3.10s |
Use foundation and enrichment curricula in the
creation of products |
Demonstrate ability to create products
featuring foundation and enrichment content areas |
Instructional strategies integrate technology
applications concepts (process and product) with foundation and enrichment curricula
Teacher/student samples reflect use of technology applications with
other content areas |
| 3.2K |
How to use research skills and electronic
communication to create new knowledge |
|
|
| 3.11s |
Participate with electronic communities as a
learner, initiator, contributor, and teacher/mentor |
Use communication tools to foster
communication Use e-mail and other collaborative tools to
communicate, interact, and receive info, etc.
Assumes multiple roles within the electronic community (i.e., learner,
initiator, contributor, and teacher/mentor) |
Teacher/student products include samples of
electronic correspondence (e.g., e-mail, discussion groups, chat, etc.) Teacher/student demonstrates* understanding of common roles within electronic
communities
Electronic correspondence provides evidence of participation and role in
electronic community activities |
| 3.12s |
Complete tasks using technological
collaboration such as sharing information through on-line communications |
Select from available collaborative tools for
professional development Use collaborative tools to accomplish
tasks
Use e-mail and other collaborative tools to communicate, interact,
receive info, etc.
|
Teacher/student electronic correspondence
(e.g., e-mail, discussion groups, chat, etc.) demonstrates* collaborative efforts Teacher/student demonstrates* understanding of collaborative activities and role
of technology in facilitating collaboration across distance
Electronic correspondence and products provide evidence of participation
in collaborative activities |
| 3.13s |
Use groupware, collaborative software, and
productivity tools to create products |
Select from various collaborative tools to
create product Use groupware, collaborative tools, and
productivity tools to accomplish tasks
|
Teacher/student products demonstrate*
collaborative and communicative efforts Teacher/student
demonstrates* understanding of collaborative activities, roles, and skills necessary in
the use of technology to facilitate effective and efficient problem solving
Analysis of electronic correspondence and products provides evidence of
participation in collaborative and communicative activities |
| 3.14s |
Use technology in self-directed activities to
create products for and share products with defined audiences |
Use and select best tools to create products
and share products with defined audiences
|
Teacher/student products include items
produced using various technologies and demonstrate* understanding of production,
distribution, and communication issues Teacher/student documents
demonstrate* use of skills across multiple applications
Instructional strategies provide evidence of systematic instruction in
the use of multiple programs to produce a single document to meet production and
communication needs |
| 3.15s |
Integrate acquired technology applications skills and
strategies and use of the word processor, database, spreadsheet,
telecommunications, draw, paint, and utility programs into the foundation and enrichment
curricula |
Demonstrate ability to create products that
include integrated technology applications skills used in the study of foundation
and enrichment curriculum
|
Instructional strategies integrate technology
applications skills, strategies, and use of tools into other content areas Teacher/student product reflect use of technology applications in other content
areas |
| 3.3K |
How to use technology applications to
facilitate evaluation of work, including both process and product |
|
|
| 3.16s |
Design and implement procedures to track trends, set
timelines, and review/evaluate progress for continual improvement in process and product |
Plan procedures to evaluate progress for
product/process improvement Implement procedures to evaluate
progress and monitor for improvement |
Instructional strategies demonstrate*
evaluation strategies for product and process Teacher/student
products show evidence of improvement
Teacher/student demonstrates* understanding of evaluation strategies for
product/process improvement |
| 3.17s |
Resolve information conflicts and validate information
through research and comparison of data from multiple sources |
Plan strategies for evaluating electronic
information using multiple sources and comparison of data Implement
strategies for evaluating electronic information using multiple sources and comparison of
data |
Instructional strategies provide evidence of
instruction related to verification of accuracy and validity from multiple electronic
sources Teacher/student products contain verifiable information
and cite multiple sources
Teacher/student demonstrates* understanding of methods to verify
accuracy and validity |
Standard I | Standard II | Standard III | Standard IV | Standard V
Standard IV. All teachers communicate information in
different formats and for diverse audiences |
*
demonstrate = can write, can discuss, can illustrate and clarify, can meet performance
based expectations, can apply knowledge to specific situation, can provide instruction to
others, can use knowledge to problem solve in new context, etc. |
| Expectations |
Profile |
Indicators |
| 4.1K |
How to format digital information for
appropriate and effective communication |
|
|
| 4.1s |
Use productivity tools such as slide shows, posters,
multimedia presentations, newsletters, brochures, or reports to create effective document
files for defined audiences |
Identify, select, and use appropriate productivity tools to plan, create, and edit documents for specific
audience requirements Integrate graphics
Demonstrate understanding of use of multiple productivity tools to
format products to meet audience requirements |
Teacher/student products include items
produced using multiple productivity tools Teacher/student
products demonstrate* use of skills across multiple applications
Instructional strategies provide evidence of systematic instruction in
the use of multiple programs to produce a single document for a defined audiences |
| 4.2s |
Demonstrate the use of a variety of layouts in a
database, including horizontal and vertical layouts, to communicate information
appropriately |
Identify, select, and use appropriate database skills and tools to plan, create, and edit documents Identify, select, and use appropriate database layouts and
related skills to create documents
Identifies and selects layouts and formats designed to communicate
information appropriately |
Teacher/student products include use of varied
layouts for communicative purposes Instructional strategies
provide evidence of systematic instruction in use of database layouts to communicate
information efficiently and effectively |
| 4.3s |
Create a variety of spreadsheet layouts
containing labels and page settings |
Identify, select, and use appropriate spreadsheet skills and tools to plan, create, and edit documents
Identify, select, and use appropriate spreadsheet
layouts and related skills to enhance documents
Identify and select layouts and formats designed to communicate
information appropriately |
Sample teacher/student documents demonstrate*
use of various spreadsheet layouts Instructional strategies
provide evidence of systematic instruction in use of spreadsheet layouts containing labels
and page setting to communicate information efficiently and effectively |
| 4.4s |
Demonstrate appropriate use of fonts, styles,
and sizes, as well as effective use of graphics and page design to communicate
effectively |
Demonstrate understanding
of design principles to ensure effective communication |
Teacher/student products demonstrate* use of
graphics and design principles for effective communication Instructional
strategies demonstrate* systematic instruction related to use of graphics and design for
communication purposes |
| 4.5s |
Match the chart style to the data when
creating and labeling charts |
Identify, select, and use appropriate skills and tools to plan, create, and edit documents featuring charts
Demonstrate understanding that data type is to be considered when
considering chart style
Basic proofing tools |
Teacher/student products include use of charts
for reporting purposes Teacher/student products demonstrate* use
of various chart styles
Instructional strategies provide evidence of systematic instruction
about use of charts to convey data type |
| 4.2K |
How to deliver a product electronically in a
variety of media |
|
|
| 4.6s |
Publish information in a variety of ways including,
but not limited to, printed copy, monitor displays, Internet documents, and video |
Demonstrate ability to publish information in
a variety of ways
|
Instructional strategies provide evidence of
systematic instruction about publication of product Teacher/student
products demonstrate* varied publication techniques |
| 4.7s |
Design and create interdisciplinary multimedia
presentations that include audio, video, text, and graphics for defined audiences |
Plan use of multimedia presentations to
deliver information for defined audience Develop multimedia
presentations designed for specific audiences |
Samples of multimedia presentations include
audio, video, text, and graphics Instructional strategies provide
evidence of instruction related to use of multiple materials to reach specific audience
requirements
Teacher/student knowledge of audience requirements and use of special
techniques to design multimedia presentations to meet audience requirements |
| 4.8s |
Use telecommunication tools, such as Internet
browsers, video conferencing, or distance learning for publishing information |
Demonstrate ability to deliver/publish
information via telecommunication tools |
Teacher/student samples of published
information demonstrate* use of telecommunication tools Instructional
strategies provide evidence of direct instruction in use of telecommunication tools for
publishing |
| 4.3K |
How to evaluate communication in terms of both
process and product |
|
|
| 4.9s |
Design and implement procedures to track trends, set
timelines, and review and evaluate products using technology tools such as database
managers, daily/monthly planners, and project management tools |
Plan strategies for evaluating products using
technology tools Implement strategies for evaluating products
using technology tools |
Instructional strategies provide evidence of
instruction related to product and process evaluation using technology Teacher/student demonstrates* understanding of procedures to evaluate product and
process
Teacher/student demonstrates* understanding of methods to evaluate
process and product |
| 4.10s |
Determine and employ technology specifications to
evaluate projects for design, content delivery, purpose, and audience, and demonstrate
that process and product can be evaluated using established criteria or rubrics |
Demonstrate product and process evaluation
using a rubric or criteria Plan methods to evaluate projects for
design content delivery, purpose, and audience |
Instructional strategies provide evidence of
instruction in evaluation techniques Teacher/student products
demonstrate* use of rubrics to evaluate product and process |
| 4.11s |
Select representation products to be collected and
stored in an electronic evaluation tool |
Implement methods to collect representation
products Collect representative products for showcasing/storing
via technological means |
Teacher/student products collected and stored
in electronics evaluation tool Instructional strategies provide
evidence of instruction related to portfolio evaluation |
| 4.12s |
Evaluate products for relevance to the
assignment or task |
Plan strategies for evaluating products for
relevance to task Implement strategies for evaluating products
for relevance to task |
Instructional strategies provide evidence of
instruction related to product and process evaluation for relevance to task using
technology Teacher/student demonstrates* understanding of
procedures to evaluate product and process
Teacher/student demonstrates* understanding of methods to evaluate
process and product |
Standard I | Standard II
| Standard III | Standard IV | Standard V
Standard V. All teachers know how to plan, organize,
deliver, and evaluate instruction for all students that incorporates the effective use of
technology for teaching and integrating the Technology Applications Texas Essential
Knowledge and Skills (TEKS) into the curriculum. |
*
demonstrate = can write, can discuss, can illustrate and clarify, can meet performance
based expectations, can apply knowledge to specific situation, can provide instruction to
others, can use knowledge to problem solve in new context, etc. |
| Expectations |
Profile |
Indicators |
| 5.1K |
Planning techniques to ensure that students
have time to learn the Technology Applications TEKS in order to meet grade-level benchmark |
|
|
| 5.1s |
Plan applications-based technology lessons using a
range of instructional strategies for individuals and small/whole groups |
Plan instructional strategies that include use
of technology Plan technology-based lessons that feature
individual/group strategies |
Instruction demonstrates* a variety of
technologies Instruction indicates understanding of use of a
variety of instructional strategies |
| 5.2s |
Identify and address equity issues related to the use
of technology, including, but not limited to, gender, ethnicity, language, disabilities,
and student access to technology |
Instructional strategies feature
individual/group understanding of equity issues (e.g., gender, ethnicity, etc.) Plan lessons that are sensitive to equity issues |
Instruction lesson plans demonstrate* lessons
using technology Available lesson plans demonstrate* use of a
variety of instructional strategies suitable for individual, small/whole group instruction
Instruction indicates understanding of use of a variety of technologies
for instructional purposes
Instruction indicates understanding of use of a variety of instructional
strategies
Instruction indicates understanding of equity issues
Instruction lesson plans demonstrate* specific lessons about
equity-related issues |
| 5.3s |
Plan, select, and implement using technology
applications in problem-solving and decision-making situations |
Select appropriate technology applications to
facilitate problem-solving and decision-making Plan strategies to
solve problems and make decisions using technology
Implement strategies to solve problems and facilitate decision-making
using technology |
Instruction indicates understanding of use of
technology for problem-solving/decision-making Products provide
evidence of use of technology in the problem-solving process
Products provide evidence of use of technology for decision-making |
| 5.4s |
Develop and implement, using technology
applications, tasks that emphasize collaboration and teamwork among members of a
structured group or project team |
Plan procedures that feature collaboration and
teamwork using technology Implement procedures that feature
collaboration and teamwork using technology |
Instruction lesson plans demonstrate* teaching
episodes and learning tasks featuring collaboration Instruction
indicates knowledge of specific applications to facilitate collaboration efforts |
| 5.5s |
Provide adequate time for teaching the
Technology Applications TEKS |
Plan time to teach the Technology Application
TEKS |
Instruction lessons plans indicate a pattern
of specific instruction for Technology Application TEKS |
| 5.2K |
Where to find and how to utilize technological
resources to implement the TEKS, to support instruction, to extend communication, to
enhance classroom management, and to become more productive in daily tasks |
|
|
| 5.6s |
Identify and use resources to keep current with
technology education |
Demonstrate search/research strategies to
remain current about technology developments |
Instruction indicates knowledge of
current/developing technologies |
| 5.3K |
Instructional strategies for teaching the
Technology Applications TEKS and integrating them into the curriculum |
|
|
| 5.7s |
Create project-based learning activities that
integrate the Technology Applications TEKS into the curriculum and meet the Technology
Applications TEKS benchmarks |
Plan/implement project-based activities
featuring technology Plan/implement project based-activities
integrating Technology Applications TEKS into content areas
Plan/implement project-based activities designed to meet grade cluster
Technology Applications TEKS |
Instruction lesson plans demonstrate* specific
lessons that integrate Technology Applications TEKS in the curriculum Instruction lesson plans demonstrate* project-based learning activities |
| 5.8s |
Follow guidelines for the legal and ethical
use of technology resources |
Implement procedures and management techniques
concerning use and network access to files Establish specific
classroom policies to address school AUP
Identify and discuss issues of ethical use of digital information
Identify and discuss proper citation techniques |
Instruction indicates knowledge of
legal/ethical issues Instructional strategies include specific
instruction on legal/ethical issues
Products demonstrate* use of correct citations |
| 5.9s |
Select and use developmentally appropriate
instructional practices, activities, and materials to improve student learning of the
Technology Applications TEKS |
Plan instructional practices to maximize
student learning of the Technology Applications TEKS Implement
developmentally appropriate instructional practices to maximize student learning of
Technology Applications TEKS |
Instruction lesson plans demonstrate* specific
lessons to improve student learning of Technology Applications TEKS Instruction lesson plans demonstrate* developmentally-appropriate practices
Instruction indicates knowledge of activities and materials to improve
learning of Technology Applications TEKS
Instruction indicates knowledge of developmentally-appropriate practices |
| 5.4K |
Strategies that students with diverse
strengths and needs can use to determine word meaning in content-related texts |
|
|
| 5.10s |
Use a variety of instructional strategies to ensure
all students' reading comprehension of content-related texts, including helping students
link the content of texts to their lives and connect related ideas across different texts |
Plan and implement strategies to ensure
reading comprehension on content-related information |
Instruction lesson plans demonstrate* specific
lessons related to reading comprehension Instruction indicates
knowledge of activities to improve reading comprehension |
5.5K |
Strategies that students with diverse
strengths and needs can use to develop content-area vocabulary |
|
|
5.11s |
Teach students how to locate, retrieve, and retain
content-related information from a range of texts and technologies |
Identify/select appropriate search and
research tools to locate and retrieve content-related information Identify/select
strategies to retain content-related information |
Teacher/student products demonstrate*
search/research skills related to content-specific information Teacher/student
strategies demonstrate* use of search/research/retention strategies for content-specific
information |
| 5.6K |
Strategies that students with diverse strengths and
needs can use to facilitate comprehension before, during, and after reading
content-related texts |
|
|
| 5.12s |
Teach students how to locate the meanings and
pronunciations of unfamiliar content-related words using appropriate sources, such as
dictionaries, thesauruses, and glossaries |
|
|
| 5.7K |
How to evaluate the effectiveness of
technology-based instruction |
|
|
| 5.13s |
Use technology tools to perform administrative tasks
such as taking attendance, maintaining grade books, and facilitating communication |
Demonstrate use of technology tools for
administrative/management tasks Demonstrate use of technology
tools to facilitate communication |
Observation documents use of technology for
administrative/management Observation documents use of technology
to facilitate communication |
5.14s |
Evaluate appropriately students' projects and
portfolio using formal and informal assessment methods |
Demonstrate use of formal/informal assessments
to evaluate student projects |
Evidence of use of formal/informal assessment
methods |
| 5.15s |
Collect observable and measurable data to
gauge student progress and adjust instruction in Technology Applications |
Demonstrate use of technology tools for
administrative tasks Demonstrate use of data to adjust instruction
for Technology Applications TEKS |
Evidence of evaluation techniques to track
student progress Instructional strategies show evidence of
systematic evaluation of student progress |
| 5.8K |
How to set goals for ongoing professional
development in teaching the Technology Applications TEKS and integrating them into the
curriculum |
|
|
| 5.16s |
Conduct an ongoing self-assessment of strengths and
weaknesses in the knowledge and skills of Technology Applications |
Demonstrate use of formal/informal assessments
to determine strengths and weaknesses in Technology Applications Demonstrate
use of data to adjust instruction for Technology Applications |
Discussion/writing indicates knowledge of
Technology Applications TEKS Technology practices demonstrate*
use of self-assessment to adjust learning and understanding of Technology Applications
TEKS |
| 5.17s |
Develop and implement an individual plan for
professional growth in the knowledge and skills of Technology Applications |
Develop professional growth plan for
Technology Applications |
Evidence of growth plan for Technology
Applications Instructional practices aligned with elements of
professional growth plan |
| 5.18s |
Incorporate new strategies to improve
classroom instruction in Technology Applications |
Demonstrate use of new instructional
strategies for Technology Applications |
Instructional practices demonstrate* use of
new strategies to teach Technology Applications TEKS Discussion/writing
indicates knowledge of new/emerging strategies to teach Technology Applications TEKS |
|
