NBEA: National Standards for Business Education,
p. 92 (Implied)
North Carolina Computer Standards, p. 155
(Implied)
Texas Technology Application Standards, p. 2
(Explicitly stated)
·
Identifies basic
computer hardware (e.g., keyboard and mouse, printer, monitor, output, hard and
floppy disk, case for the cpu [central processing unit])
·
Powers-up computer,
monitor, and starts a computer program (e.g., checks that printer is switched
on and on-line; reboots the computer when necessary)
·
Knows the alphanumeric
keys and special keys (e.g., function keys, escape key, space bar,
delete/backspace, return/enter)
·
Knows proper finger
placement on the home row keys and uses correct posture.
·
Handles diskettes and
other computer equipment with care
·
Knows the basic
functions of hardware (e.g., keyboard and mouse provide input; printer and
monitor provide output; hard and floppy disk provide storage; the cpu processes
information)
·
Knows potential
hazards to computer media (e.g., the damage caused to floppies by magnetic
fields, dirt, and dust; caused to computers by excessive heat, smoke, and
moisture)
·
Knows basic facts
about networked computers (e.g., computers can connect to each other via modem
and telephone line, or through local network systems, or internet and intranet)
·
Knows the differing
capacities and trade-offs for computer storage media, such as CD-ROMs, floppy
disks, hard disks, and tape drives
·
Types with some
facility, demonstrating some memorization of keys
·
Connects via modem to
other computer users via the Internet, an on-line service, or bulletin board
system
·
Knows basic
characteristics and functions of an operating system
·
Uses proper fingering
for all keys, beginning from the home row, maintaining proper posture while
using the keyboard
·
Knows basics of good
ergonomics.
·
Uses a variety of
input devices (e.g., keyboard, scanner, voice/sound recorders, mouse, touch
screen)
·
Knows of significant
advances in computers and peripherals (e.g., data scanners, digital cameras)
·
Knows limitations and
trade-offs of various types of hardware (e.g., laptops, notebooks, modems)
·
Identifies
malfunctions and problems in hardware (e.g., hard drive crash, monitor burn-out)
·
Knows features and
uses of current and emerging technology related to computing (e.g., optical
character recognition, sound processing, cable TV, cellular phones, ABS brakes)
·
knows and understands
the importance of maintenance.
NBEA: National Standards for Business Education,
p. 92 (Implied)
International Baccalaureate: Informational Technology,
p. 15 (Implied)
North Carolina Computer Standards, p. 155
(Implied)
Texas Technology Application Standards, p. 2
(Explicitly stated)
·
Types on a
computer keyboard, using correct body positions
·
Uses icons/menu
options and commands
·
Knows the common
features of presentation software
·
Knows how to save
data.
·
Uses a word processor
to edit, copy, move, save, and print text with some formatting (e.g., centering
lines, using tabs, forming paragraphs)
·
Trouble-shoots simple
problems in software (e.g., re-boots, uses help systems)
·
Knows the common
features and uses of data manipulation (e.g., data bases contain records of
similar data, which is sorted or organized for ease of use; data bases are used
in both print form, such as telephone books, and electronic form, such as
computerized card catalogs)
·
Knows the common
features of presentation software
·
Uses data base
software to add, edit, and delete records, and to find information through
simple sort or search techniques
·
Knows how to save data
to various media.
·
Knows the basic
features of internet search engines
·
Uses advanced features
and utilities of word processors (e.g., uses clip art, a spell-checker, grammar
checker, thesaurus, outliner)
·
Knows the common features
and uses of desktop publishing software (e.g., documents are created, designed,
and formatted for publication; data, graphics, and scanned images can be
imported into a document using desktop software)
·
Knows the common
features and uses of spread sheets (e.g., data is entered in cells identified
by row and column; formulas can be used to update solutions automatically;
spreadsheets are used in print form, such as look-up tables, and electronic
form, such as to track business profit and loss)
·
Uses a spreadsheet to
update, add, and delete data, and to write and execute valid formulas on data
·
Uses Boolean searches
to execute complex searches on a data base
·
Makes back-up copies
of stored data, such as text, programs, and databases
·
Knows how formats
differ among software applications (e.g., word processing files, database
files) and hardware platforms (e.g., Macintosh, Windows)
·
Knows how to import,
export, and merge data stored in different formats (e.g., text, graphics) and
between software programs.
·
Identifies some
advanced features of software products (e.g., galleries, templates, macros,
mail merge)
·
Uses desktop
publishing software to create a variety of publications
·
Knows and uses web
publishing software.
Project 2061: Benchmarks for Science Literacy, p.
43 (Explicitly stated)
ITEA: Technology for All Americans, p. 22
(Explicitly stated)
·
Knows ways that
technology is used at home and school (e.g., paging systems, telephones, VCRs)
·
Knows that new tools
and ways of doing things affect all aspects of life, and may have positive or
negative effects on other people
·
Understands that when
an individual creates something on a computer, the created work is that
person's property, and only that person has the right to change it
·
Knows that
technologies often have costs as well as benefits and can have an enormous
effect on people and other living things
·
Knows areas in which technology
has improved human lives (e.g., transportation, communication, nutrition,
sanitation, health care, entertainment)
·
Knows that new
inventions often lead to other new inventions and ways of doing things
·
Understands the basic
concept of software piracy (i.e., illegally copying software), and that piracy
is a violation of copyright laws
·
Observes common
courtesies and acceptable use policies while telecommuting
·
Knows that scientific
inquiry and technological design have similarities and differences (e.g.,
scientists propose explanations for questions about the natural world that are
always tentative and evolving, and engineers propose solutions relating to
human problems, needs, and aspirations; both science and technology depend on
accurate scientific information and they cannot contravene scientific laws)
·
Knows that science
cannot answer all questions and technology cannot solve all human problems or
meet all human needs
·
Knows ways in which
technology has influenced the course of history (e.g., revolutions in
agriculture, manufacturing, sanitation, medicine, warfare, transportation,
information processing, communication)
·
Knows that technology
and science are reciprocal (e.g., technology drives science, as it provides the
means to access outer space and remote locations, collect and treat samples,
collect, measure, store, and compute data, and communicate information; science
drives technology, as it provides principles for better instrumentation and techniques,
and the means to address questions that demand more sophisticated instruments)
·
Knows ways in which
technology and society influence one another (e.g., new products and processes
for society are developed through technology; technological changes are often
accompanied by social, political, and economic changes; technology is
influenced by social needs, attitudes, values, and limitations, and cultural
backgrounds and beliefs)
·
Knows examples of
copyright violations and computer fraud (e.g., computer hacking, computer
piracy, intentional virus setting, invasion of privacy) and possible penalties
(e.g., large fines, jail sentences)
·
Observes common
courtesies and acceptable use policies while telecommuting
·
Identifies the role of
technology in a variety of careers
·
Knows that science and
technology are pursued for different purposes (scientific inquiry is driven by
the desire to understand the natural world and seeks to answer questions that
may or may not directly influence humans; technology is driven by the need to
meet human needs and solve human problems)
·
Knows ways in which
social and economic forces influence which technologies will be developed and
used (e.g., personal values, consumer acceptance, patent laws, availability of
risk capital, the federal budget, local and national regulations, media
attention, economic competition, tax incentives)
·
Knows that
alternatives, risks, costs, and benefits must be considered when deciding on
proposals to introduce new technologies or to curtail existing ones (e.g., Are
there alternative ways to achieve the same ends? Who benefits and who suffers?
What are the financial and social costs and who bears them? How serious are the
risks and who is in jeopardy? What resources will be needed and where will they
come from?)
·
Knows that
technological knowledge is often not made public because of patents and the
financial potential of the idea or invention; scientific knowledge is made
public through presentations at professional meetings and publications in
scientific journals
·
Knows examples of
advanced and emerging technologies (e.g., virtual environment, personal digital
assistants, voice recognition software) and how they could impact society
·
Observes common
courtesies and acceptable use policies while telecommuting
·
Knows that
mathematics, creativity, logic, and originality are all needed to improve
technology
·
Identifies the role of
technology in a variety of careers
·
Knows and understands
the importance of copyright laws,
violations and penalties and shows respect for the technological creations of
others.
Project 2061: Benchmarks for Science Literacy, p.
48 (Explicitly stated)
ITEA: Technology for All Americans, p. 18
(Explicitly stated)
·
Knows that tools
can be used to observe, measure, make things, and do things better or more
easily
·
Categorizes items into
groups of natural objects and designed objects
·
Identifies a simple
problem that can be solved using technology
·
Knows constraints that
must be considered when designing a solution to a problem (e.g., cost,
materials, time, space, safety, scientific laws, engineering principles,
construction techniques, appearance, environmental impact, what will happen if
the solution fails)
·
Implements proposed
solutions using appropriate tools, techniques, and quantitative measurements
·
Evaluates a product or
design (e.g., considers how well the product or design met the challenge to
solve a problem; considers the ability of the product or design to meet
constraints), and makes modifications based on results
·
Knows that people have
invented and used tools throughout history to solve problems and improve ways
of doing things
·
Identifies appropriate
problems for technological design (e.g., identifies a specific need, considers
its various aspects, considers criteria for a suitable product)
·
Designs a solution or
product, taking into account needs and constraints (e.g., cost, time,
trade-offs, properties of materials, safety, aesthetics)
·
Implements a proposed
design (e.g., organizes materials and other resources, plans one's work, makes
use of group collaboration when appropriate, chooses suitable tools and
techniques, works with appropriate measurement methods to ensure accuracy)
·
Evaluates the ability
of a technological design to meet criteria established in the original purpose
(e.g., considers factors that might affect acceptability and suitability for
intended users or beneficiaries; develop measures of quality with respect to
these factors), suggests improvements, and tries proposed modifications
·
Proposes designs and
chooses between alternative solutions (e.g., models, simulations)
·
Implements a proposed
solution (e.g., constructs artifacts for intended users or beneficiaries)
·
Evaluates a designed
solution and its consequences based on the needs or criteria the solution was
designed to meet
·
Knows and understands
issues related to reverse engineering and advanced ethical issues involving technology
Project 2061: Benchmarks for Science Literacy, p.
48 (Implied)
AED: Australian Technology Standards, p. 5
(Explicitly stated)
CDE: Science Framework for California Public Schools,
p. 32 (Implied)
NAEP: 1996 Science Framework, p. 73 (Explicitly
stated)
International Baccalaureate: Environmental Systems,
p. 18 (Explicitly stated)
ITEA: Technology for All Americans, p. 19
(Explicitly stated)
·
Knows that most
things are made of parts and they may not work if some parts are missing
·
Knows that when
parts are put together, they can do things that they couldn't do by themselves
·
Creates and tests
a simple linear system (e.g., a production line process for making sandwiches)
·
Knows that when things
are made up of many parts, the parts usually affect one another
·
Knows that things that
are made of parts may not work well if a part is missing, broken, worn out, mismatched,
or misconnected
·
Identifies the
relationships between elements (i.e., components, such as people or parts) in
systems
·
Assembles,
disassembles, and tests systems (e.g., in logo programming, using paper and
pencil designs)
·
Understands basic components
of non-linear relationships
·
Knows that a system
can include processes as well as components
·
Knows how part of a
system can provide feedback when its output (in the form of material, energy,
or information) becomes input for another part of the system
·
Identifies the
elements, structure, sequence, operation, and control of systems
·
Assembles and
disassembles systems to manage, control, and improve their performance (e.g., a
computer program, a simple machine based on a pulley mechanism)
·
Knows that systems are
usually linked to other systems, both internally and externally, and can
contain subsystems as well as operate as subsystems
·
Knows that a system
usually has some properties that are different from those of its parts, but
appear because of the interaction of those parts (i.e. Data projector)
·
Knows that
understanding how things work and designing solutions to problems of almost any
kind can be facilitated by systems analysis
·
Knows that in defining
a system, it is important to specify its boundaries and subsystems, indicate
its relation to other systems, and identify what its input and its output are
expected to be (i.e. Flow charts)
·
Knows how feedback can
be used to help monitor, control, and stabilize the operation of a system
·
Knows that even in
simple systems, accurate prediction of the effect of changing some part of the
system is not always possible
·
Constructs and
operates systems (e.g., organizes and adjusts subsystems)
·
Knows that complex
systems are subject to failure and are designed with various elements and
procedures (e.g., performance testing, overdesign, redundancy, more controls)
that help reduce system failure (i.e. systems security)