Computer Technology: Literacy and Usage

THIRD GRADE

Standard 1.0
Students will understand basic operations and concepts of technology.

Learning Expectations
1.1. Students will demonstrate an understanding of the nature and operation of
technology systems.
1.2. Students will exhibit a proficiency in the use of technology.
1.3. Students will develop basic skills (alpha numeric and special characters)
in using keyboard using the touch system

Accomplishments
3.1.1. Students will demonstrate an understanding of the nature and operation of
technology systems.
a. Identify the functions of computer components.
b. Use input devices, such as mouse, keyboard, and voice/sound
recorder.
c. Use output devices, such as disk drive, printer, multimedia
projector/display screen, etc.
d. Save, retrieve, and delete files.
e. Describe the purposes of drives, directories, and files.
f. Be aware that there are different types of files (different extensions).
g. OPTIONAL – If available, use a computer program, such as LOGO to
demonstrate how computers use instruction

3.1.2. Students will exhibit a proficiency in the use of technology.

a. Use and apply appropriate computer terminology.
b. Demonstrate the proper sequence of steps to operate a computer.
c. Identify the file extension for word processing, spreadsheet, and data
base files.
d. Save to a specific directory or drive.
e. Expand the use of various operating system features such as, opening
more than one application/program, the menus, the taskbar, etc.

3.1.3. Students will develop basic skills (alpha-numeric and symboll characters)
in using keyboard using the touch system
a. Exhibit proper posture and fingering techniques for the alphanumeric
keyboard.
b. Review and expand proper touch-keying techniques for the home row,
top row (Q,W,E,R,T,Y,U,I,O,P,[,],\), bottom (Z,X,C,V,B,N,M, “,”,”.”).
 c. Continue practice using the shift keys.
d. Apply the touch-keying system to develop basic skills on the
alphanumeric keyboard at a rate of 10 gross words per minute

Performance Indicators:
By the end of the third grade the student is able to
• Key at a rate of 10 gross words per minute using the proper touch-keying
techniques.
By the end of the fifth grade the student is able to
• Use keyboards and other common input and output devices (including adaptive
devices when necessary) efficiently and effectively.
• Discuss common uses of technology in daily life and the advantages and
disadvantages those uses provide.

Sample Performance Task

• Using any word processing or keyboard program the students will take a timed
typing test to determine their gross words per minute(GWAM).

Standard 2.0
Students will understand the importance of social, ethical, and human issues associated
with technology.

Learning Expectations
2.1 Students will understand the ethical, cultural, and societal issues related to
technology.
2.2 Students will practice responsible use of technology systems, information,
and software.
2.3 Students will develop positive attitudes toward technology uses that
support lifelong learning, collaboration, personal pursuits, and productivity.

Accomplishments
3.2.1. Students will understand the ethical, cultural, and societal issues related to
technology.
a. Describe the role of machines in assisting man
b. Identify the various people involved in technological developments.
c. Identify historical aspects of technology.
d. Distinguish between human capabilities and computer capabilities
e. Discuss copyright laws.
f. Discuss the advantages and disadvantages of the use of technology.

3.2.2. Students will practice responsible use of technology systems, information,

and software.
a. Adhere to software licensing agreements and respect the electronic
work of other individuals.
b. Obey the copyright laws.
 c. Follow Acceptable Use Guidelines as set by local school district.
d. Discuss the advantages and disadvantages of the use of technology
e. Cite sources of information (print and nonprint) for class assignments.

3.2.3. Students will develop positive attitudes toward technology uses that
support lifelong learning, collaboration, personal pursuits, and productivity.
a. List ways technology makes life easier for us today.
b. Compare and contrasts the advantages and disadvantages of the use
of technology.
c. Practice safe use of electronic equipment.
d. Discuss the purpose of virus protection software.

Performance Indicators:
By the end of the fifth grade the student is able to:
• Discuss common uses of technology in daily life and the advantages and
disadvantages those uses provide.
• Discuss basic issues related to responsible use of technology and describe
personal consequences of inappropriate use.

Sample Performance Tasks

a. Classroom discussion of Acceptable Use Policy.
b. Using a word processor briefly describe the advantages and
disadvantages technology has brought to our lives. Essays scored to a
rubric.

Standard 3.0
Students will use technology productivity tools.
Learning Expectations
3.1 Students will use technology tools to enhance learning, increase
productivity, and promote creativity.
3.2 Students will use productivity tools to collaborate in constructing
technology-enhanced models, prepare publications, and produce other
creative works.

Accomplishments
3.3.1. Students will use technology tools to enhance learning, increase
productivity, and promote creativity.
a. Discuss the reasons computers are best suited for task requiring
speed, accuracy, and repeated operations.
b. Use the computer and technology resources as a learning tool.
c. Use the computer and technology resources as a writing tool.
d. Use paint and draw tools to create graphics.
e. Import graphics from clip art galleries.
f. Create slide shows.
 g. Use on-line help and documentation (help buttons/menus/guides,
readme files, Ask an Expert web sites, electronic tech support).

3.3.2. Students will use productivity tools to collaborate in constructing

technology enhanced models, prepare publications, and produce other
creative works.
a. Use the computer and technology resources to practice learning skills
in relation to other subject areas such as math, science, English, etc.
b. Use text, paint, and/or drawing tools to create simple documents.
c. Recognize that different software programs are design for specific
purposes.
d. Recognize the characteristics of multimedia (text, audio, images,
video, etc.).
e. Identify and discuss multimedia terms/concepts (slide/card, link/button,
text box, navigate, transition) as a class/group.
f. Create a simple graph/chart from data in a spreadsheet.
g. Explore the navigation of software utilized in the classroom.

Performance Indicators:
By the end of the fifth grade the student is able to:
• Use general purpose productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning throughout the
curriculum.
• Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital
cameras, scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and
outside the classroom.

Sample Performance Task

• Students will create independent and collaborative multimedia products using a
variety of presentation tools to be scored by classroom created rubric.

Standard 4.0
Students will use technology communications tools.

Learning Expectations
4.1 Students will use telecommunications to collaborate, publish, and interact
with peers, experts, and other audiences.
4.2 Students will use a variety of media and formats to communicate
information and ideas effectively to multiple audiences.

Accomplishments
3.4.1. Students will use telecommunications to collaborate, publish, and interact
with peers, experts, and other audiences.
 a. Use communication tools to participate in projects.
b. Explore effective ways to demonstrate ideas (font, color,
background/white space, graphics, and sound to ensure that products
are appropriate for the communication media including multimedia
screen displays, Internet documents, and printed materials).
c. Publish information in a variety of media including, but not limited to,
printed copy, monitor display, Internet documents, and video.
d. Use presentation software to create a product geared to specific
audiences.
e. Select representative student products to be collected and stored in an
electronic evaluation tool.
f. Participate in the creation of technology assessment tools such as
checklists, timelines, or rubrics.
g. Use outlining tools to create simple presentation templates.
h. Where applicable, log-on to an e-mail server with user name and
password, send, retrieve, and read e-mail messages.

3.4.2. Students will use a variety of media and formats to communicate

information and ideas effectively to multiple audiences.
a. Explore principals design (proportion, balance, contrast, rhythm,
emphasis, unity, etc., in creating a presentation/document.
b. Use appropriate applications, including, but not limited to spreadsheets
and databases to develop charts and graphs by using data from
various sources.
c. Publish information in a variety of media including, but not limited to,
printed copy, monitor display, Internet documents, and video.
d. Use presentation software to communicate with specific audiences.
e. Integrate various media (video tape, CD-ROM, laserdisc, digital
sources, internet, etc. in a multimedia presentation.
f. Select representative student products to be collected and stored in an
electronic evaluation tool.
g. Evaluate student products for relevance to the assignment or task.
h. Be aware that file size is important, plan, organize and save
multimedia files with attention to file size and media storage.

Performance Indicators:
By the end of the fifth grade the student is able to:
• Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital
cameras, scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and
outside the classroom.
• Use telecommunications efficiently to access remote information, communicate
with others in support of direct and independent learning, and pursue personal
interests.
 • Use telecommunications and online resources (e.g., e-mail, online discussions,
Web environments) to participate in collaborative problem-solving activities for
the purpose of developing solutions or products for audiences inside and outside
the classroom.

Sample Performance Task

• Given a topic the student will choose the appropriate software and hardware to
effectively communicate to a given audience.

Standard 5.0
Students will select and use appropriate technology research tools.

Learning Expectations
5.1 Students will use technology to locate, evaluate, and collect information
from a variety of sources.
5.2 Students will use technology tools to process data and report results.
5.3 Students will evaluate and select new information resources and
technological innovations based on the appropriateness for specific tasks.

Accomplishments
3.5.1. Students will use technology to locate, evaluate, and collect information
from a variety of sources.
a. Perform simple searches to acquire information
b. Select appropriate strategies to navigate and access information on
local area networks (printer, local servers, CD-ROM towers…) and
wide area networks (Internet, WWW, telecommunications…) for
research and resource sharing
c. Use electronic reference materials including encyclopedias,
thesauruses, dictionaries, maps and atlases, etc.
d. Use an electronic library to search for information related to a project
(TEL).

3.5.2. Students will use technology tools to process data and report results.
a. Use electronic reference tools as a resource, such as a simple
database/spreadsheet
b. Identify the need for data to be organized.
c. Develop a small basic data base.
d. Identify advantages and disadvantages of a data base.
a. Demonstrate the process through which computers search, sort,
delete, update and summarize data.
b. Develop a small basic spreadsheet.
c. Use the computer as a writing tool.
 2.5.3. Students will evaluate and select new information resources and
technological innovations based on the appropriateness for specific tasks
a. Choose an application based on its appropriateness for specific tasks.
b. Evaluate acquired information for usefulness.
c. Explore the gathering of information using a variety of electronic
resources, including but not limited to the Internet.
d. Perform an Internet search under the direction and supervision of a
teacher.
e. Use interactive technology environments, such as simulations,
electronic science or mathematics laboratories, virtual museum field
trips, or on-line interactive lessons to extend learning.

Performance Indicators:
By the end of the fifth grade the student is able to:
• Use a variety of technology resources for problem solving, self-directed learning,
and extended learning activities.
• Determine which technology is useful and select the appropriate tool(s) and
technology resources to address a variety of tasks and problems.

Sample Performance Task:

• Use technology resources to research then create a product on a given topic.

Standard 6.0
Students will utilize technology problem-solving and decision-making tools.

Learning Expectations
6.1 Students will use technology resources for solving problems and making
informed decisions.
6.2 Students will employ technology in the development of strategies for
solving problems in the real world.

Accomplishments

3.6.1. Students will use technology resources for solving problems and making
informed decisions.
a. Recognize that computers were created to assist in solving problems.
(Computer History)
b. Recognize that the computer relies on sequential steps in order to
perform tasks.
c. Use a step-by-step process for solving a problem.
1. Order specific steps in the solution of a problem.
2. Choose the proper steps in the solution of a problem.
3. Choose and order the steps in the solution of a problem
 d. Use teacher selected websites to acquire information related to a given
problem.
1. Analyze the information gathered
2. Collaborate with the teacher/student to reach a decision based on
the information gathered.

3.6.2. Students will employ technology in the development of strategies for

solving problems in the real world.
a. Use the computer and technology resources to gather information on
different ways to solve a specific problem.
b. Use developmentally appropriate software to follow sequential
directions and proper steps to solve a problem for a given simple task.
c. Use multimedia software to express ideas, strategies use, and solution
for a given problem and/or task.
d. Use some method of storyboarding to create a presentation on the
steps used to solve the problem.
e. OPTIONAL – If available, use a computer program, such as LOGO to
demonstrate how computers use instruction

Performance Indicators:
By the end of the fifth grade the student is able to:
• Use technology resources for problem solving, self-directed learning, and
extended learning activities.
• Determine which technology is useful and select the appropriate tool(s) and
technology resources to address a variety of tasks and problems.
• Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and
bias of electronic information sources.

Sample Performance Task:

a. Share student performance based products using a variety of tools and electronic
devices.
Given teacher selected sites the student will evaluate the validity and bias of the
information on a given topic.