K - Michigan Technology Standards Draft

These are the current Michigan K-12 Technology Standards by Grade they might be implemented in local school districts.

Kindergarten

Students understand that people use many types of technologies in their daily lives (e.g., computers, cameras, audio/video players, phones, televisions).

Students identify common uses of technology found in daily life.

Students recognize, name, and label the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, and printer).

Students identify the functions of the major hardware components in a computer system.

Students discuss the basic care of computer hardware and various media types (e.g., diskettes, CDs, DVDs, videotapes).

Students identify common uses of information and communication technologies.

Students discuss advantages and disadvantages of using technology.

Students recognize that using a password helps protect the privacy of information.

Students discuss scenarios describing acceptable and unacceptable uses of age-appropriate technology (e.g., computers, phones, 911, internet, email) at home or at school.

Students discuss the consequences of irresponsible uses of technology resources at home or at school.

Students will identify procedures for safely using basic telecommunication tools (e.g., e-mail, phones) with assistance from teachers, parents, or student partners. (Standard)

Students know how to recognize the Web browser and associate it with accessing resources on the internet.

1ST GRADE Technology Standards

Students recognize, name, and label the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, and printer).

Students identify the functions of the major hardware components in a computer system.

Students discuss the basic care of computer hardware and various media types (e.g., diskettes, CDs, DVDs, videotapes).

Students use various age-appropriate technologies for gathering information (e.g., dictionaries, encyclopedias, audio/video players, phones, web resources).

Students use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story).

Students recognize the functions of basic file menu commands (e.g., new, open, close, save, print).

Students discuss advantages and disadvantages of using technology.

Students discuss scenarios describing acceptable and unacceptable uses of age-appropriate technology (e.g., computers, phones, 911, internet, email) at home or at school.

Students discuss the consequences of irresponsible uses of technology resources at home or at school.

Students understand that technology is a tool to help them complete a task.

Students understand that technology is a source of information, learning and entertainment.

Students will identify procedures for safely using basic telecommunication tools (e.g., e-mail, phones) with assistance from teachers, parents, or student partners. (Standard)

Students know how to use age-appropriate media (e.g., presentation software, newsletters, word processors) to communicate ideas to classmates, families, and others.

Students know how to recognize the Web browser and associate it with accessing resources on the internet.

Students will interpret simple information from existing age-appropriate electronic databases (e.g., dictionaries, encyclopedias, spreadsheets) with assistance from teachers, parents, or student partners.

2ND GRADE

Students discuss the basic care of computer hardware and various media types (e.g., diskettes, CDs, DVDs, videotapes).

Students proofread and edit their writing using appropriate resources including dictionaries and a class developed checklist both individually and as a group.

Students use various age-appropriate technologies for gathering information (e.g., dictionaries, encyclopedias, audio/video players, phones, web resources).

Students use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story).

Students recognize the functions of basic file menu commands (e.g., new, open, close, save, print).

Students discuss advantages and disadvantages of using technology.

Students discuss scenarios describing acceptable and unacceptable uses of age-appropriate technology (e.g., computers, phones, 911, internet, email) at home or at school.

Students discuss the consequences of irresponsible uses of technology resources at home or at school.

Students can identify places in the community where one can access technology.

Students know how to use a variety of productivity software (e.g., word processors, drawing tools, presentation software) to convey ideas and illustrate concepts.

Students will be able to recognize the best type of productivity software to use for a certain age-appropriate tasks (e.g., word processing, drawing, web browsing).

Students are aware of how to work with others when using technology tools (e.g., word processors, drawing tools,
presentation software) to convey ideas or illustrate simple concepts relating to a specified project.

Students will identify procedures for safely using basic telecommunication tools (e.g., e-mail, phones) with assistance from teachers, parents, or student partners.

Students know how to use age-appropriate media (e.g., presentation software, newsletters, word processors) to
communicate ideas to classmates, families, and others.

Students will know how to select media formats (e.g., text, graphics, photos, video), with assistance from teachers, parents, or student partners, to communicate and share ideas with classmates, families, and others.

Students know how to recognize the Web browser and associate it with accessing resources on the internet.

Students will use a variety of technology resources (e.g., CD-ROMs, DVDs, search engines, websites) to locate or collect.

Students can provide a rationale for choosing one type of technology over another for completing a specific task.

Students discuss how to use technology resources (e.g., dictionaries, encyclopedias, search engines, websites) to solve age appropriate problems.

Students identify ways that technology has been used to address real-world problems (personal or community).

3RD GRADE Technology Standards

Students discuss ways technology has changed life at school and at home.

Students recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly.

Students know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video
projectors).

Students know proper keyboarding positions and touch-typing techniques.

Students manage and maintain files on a hard drive or the network.

Students demonstrate proper care in the use of hardware, software, peripherals, and storage media.

Students identify search strategies for locating needed information on the internet.

Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.

Students identify cultural and societal issues relating to technology.

Students discuss how information and communication technology supports collaboration, productivity, and lifelong learning.

Students discuss how various assistive technologies can benefit individuals with disabilities.

Students discuss the accuracy, relevance, appropriateness, and bias of electronic information sources.

Students discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-phones, PDAs, wireless connectivity) and describe consequences of inappropriate use.

Students discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws.

Students use age-appropriate citing of sources for electronic reports.

Students identify appropriate kinds of information that should be shared in public chat rooms.

Students identify safety precautions that should be taken while on-line.

Students know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker).

Students know how to insert various objects (e.g., photos, graphics, sound, video) into word processing XX documents, presentations, or web documents.

Students use a variety of technology tools and applications to promote [their] creativity.

Students collaborate with classmates using a variety of technology tools to plan, organize, and create a group project.

Students use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences.

Students use Web search engines and built-in search functions of other various resources to locate information.

Students know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic.

Students perform simple queries on existing databases and report results on an assigned topic.

Students use technology resources to access information that can assist [them] in making informed decisions about
everyday matters (e.g., which movie to see, which product to purchase).

Students use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational

software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or community).

4TH GRADE Technology Standards Survey

Students discuss ways technology has changed business and government over the years.

Students recognize and discuss the need for security applications (e.g., virus detection, spam defense,
popup blockers, firewalls) to help protect information and to keep the system functioning properly.

Students know proper keyboarding positions and touch-typing techniques.

Students demonstrate proper care in the use of hardware, software, peripherals, and storage media.

Students know how to exchange files with other students using technology (e.g., e-mail attachments,
network file sharing, diskettes, flash drives).

Students identify search strategies for locating needed information on the internet.

Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar
check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.

Students identify cultural and societal issues relating to technology.

Students discuss how information and communication technology supports collaboration, productivity,
and lifelong learning.

Students discuss the accuracy, relevance, appropriateness, and bias of electronic information sources.

Students discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-phones, PDAs, wireless connectivity) and describe consequences of inappropriate use.

Students discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws.

Students use age-appropriate citing of sources for electronic reports.

Students know how to use menu options in applications to print, format, add multimedia features; open,
save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker).

Students know how to insert various objects (e.g., photos, graphics, sound, video) into word processing
documents, presentations, or web documents.

Students use a variety of technology tools and applications to promote [their] creativity.

Students collaborate with classmates using a variety of technology tools to plan, organize, and create a
group project.

Students use basic telecommunication tools 9e-mail, WebQuests, ) for collaborative projects with other
students.

Students use a variety of media and formats to create and edit products (e.g., presentations,
newsletters, brochures, web pages) to communicate information and ideas to various audiences.

Students identify how different forms of media and formats may be used to share similar information,
depending on the intended audience (e.g., presentations for classmates, newsletters for parents).

Students perform simple queries on existing databases and report results on an assigned topic.

Students use technology resources to access information that can assist [them] in making informed
decisions about everyday matters (e.g., which movie to see, which product to purchase).

Students use information and communication technology tools (e.g., calculators, probes, videos, DVDs,
educational software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or community).

5TH GRADE Technology Standards Survey

Students discuss ways technology has changed business and government over the years.

Students recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly.

Students know proper keyboarding positions and touch-typing techniques.

Students demonstrate proper care in the use of hardware, software, peripherals, and storage media.

Students know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives).

Students identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences.

Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.

Students identify cultural and societal issues relating to technology.

Students discuss how information and communication technology supports collaboration, productivity, and lifelong learning.

Students discuss the accuracy, relevance, appropriateness, and bias of electronic information sources.

Students discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-phones, PDAs, wireless connectivity) and describe consequences of inappropriate use.

Students discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws.

Students use age-appropriate citing of sources for electronic reports.

Students explore various technology resources that could assist them in pursuing personal goals.

Students identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help them achieve personal goals.

Students know how to insert various objects (e.g., photos, graphics, sound, video) into word processing XX documents, presentations, or web documents.

Students use a variety of technology tools and applications to promote [their] creativity.

Students understand that existing (and future) technologies are the result of human creativity.

Students collaborate with classmates using a variety of technology tools to plan, organize, and create a group project.

Students use basic telecommunication tools (blogs, chat rooms, web conferencing) for collaborative projects with other students.

Students use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences.

Students describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM).

Students perform simple queries on existing databases and report results on an assigned topic.

Students identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource.

Students compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for
gathering data, processing data, performing calculations, and reporting results.

Students use technology resources to access information that can assist [them] in making informed decisions about
everyday matters (e.g., which movie to see, which product to purchase).

Students use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational
software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or community).