9-12th


 * Ninth-Twelfth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Grade Standards, Supporting Skills, and Examples**

-View the Connections video series or read Pinball Effect by James Burke Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.NC.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.NC.1.2
 * Indicator 1:** Students understand the history and progression of technology in relation to the development and design of future technology
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **9-12.NC.1.1 Compare and contrast how societal changes mirror innovations and emerging technologies.**
 * Example:** Emerging technology effects on future legal issues
 * Example:** How downloading music has affected the music industry
 * Example:** Compare how people responded to emergencies in the past as compared to today.
 * Example:** Science 9-12.S.5.2
 * Example:** Science 9-12.S.2.1 ||
 * (Evaluation) || **9-12.NC.1.2 Predict how the evolution of technology will influence the design and development of future technology.**
 * Example:** Relate how historical and current events affect the design of new technologies
 * Example:** Reference the Technological Method that provides a standard structure for development of products and/or technologies
 * Example:** The more we e-mail or create electronic documents, the more need there is for digital storage
 * Example:** The FAX machine is an example of the convergence of the telephone, a scanner and a printer
 * Example**: Read magazines such as Business 2.0 and Business Week
 * Example**: Science 9-12.S.2.2 ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 2:** Students analyze the parts of a technological system in terms of input, process, output, and feedback.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **9-12.NC.2.1 Analyze technology systems to make informed choices.**
 * Analyze a system to describe the interrelationship between its inputs, process, and output**Example:** Analyze a production process in terms of its product
 * Example:** Analyze e-mail in terms of its inputs, process, and output
 * Example:** Analyze the relationship between electronic resources, infrastructure, and connectivity
 * Example:** Writing 10.W.1.1
 * Analyze how changes in inputs and process affect output**Example:** Landline vs. mobile phone, hardwire vs. wireless
 * Example:** Changes in hardware and software ||

Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.NC.3.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.NC.3.2 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.NC.3.3
 * Indicator 3:** Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **9-12.NC.3.1 Analyze intended and unintended impacts of a system.**
 * Example:** Social networks (MySpace, FaceBook) impact on society
 * Example:** Cell phones and text messaging in schools
 * Example:** Chat and Blogging ||
 * (Synthesis) || **9-12.NC.3.2 Integrate technology into school, home and community.**
 * Example:** Incorporate academic knowledge into a Technology project
 * Example:** Incorporate on-line financial information into a Community Action program
 * Example:** Include gps coordinates to map community manhole covers on streets being resurfaced
 * Example:** Use on-line credit reports, on-line credit applications, and on-line research tools (ie, carfax, Consumer Reports, Kelly’s On-line, on-line surveys, Epinions (epinions.com) to make a home purchasing decision (home purchase, loan, student loan, appliance, etc
 * Example:** Social Science 9-12.G.1.1
 * Example:** Social Science 9-12.G.1.2
 * Example:** Social Science 9-12.E.1.5
 * Example:** Writing 9.LVS.1.4
 * Example:** Writing 12.LVS.1.3 ||
 * (Evaluation) || **9-12.NC.3.3 Evaluate technologies that increase educational and workplace opportunities**
 * Example:** Existing technology; positive and negative aspects of assistive technology
 * Example:** Internet job searches
 * Example:** On-line learning (free tutorials to expand personal knowledge) ||

Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.NC.4.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.NC.4.2
 * Indicator 4:** Students understand the purpose and demonstrate the use of the design process in problem solving.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **9-12.NC.4.1 Compare and contrast other problem-solving and decision-making methods.**
 * Example:** Scientific vs. Technological
 * Example:** Compare simplified problem solving methods
 * Example:** Math 9-12.S.2.1
 * Example:** Math 9-12.S.2.2 ||
 * (Synthesis) || **9-12.NC.4.2 Formulate a technological solution using data-driven decision making.**
 * Example:** Marzano’s Decision-Making Model
 * Example:** Math 9-12.S.1.1 ||


 * Ninth-Twelfth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * Predict how the evolution of technology will influence the development of future technology
 * Analyze how changes in inputs and process produce different output
 * Evaluate an example of an intended and unintended impact in a changed system
 * Incorporate knowledge from several subjects and incorporate data resources from school, home or community into a technology project
 * Apply knowledge gained from a tutorial or external resource to complete a technology project and enhance life-long learning
 * Defend and Justify a technological solution using a decision making method ||
 * **Proficient** || **9-12th grade students performing at the proficient level:**
 * Compare and contrast how an emerging technology changes society
 * Relate how the convergence of technologies affect industries/businesses
 * Analyze technology systems and how the parts of the system work together
 * Analyze an example of an intended and unintended impact in a system
 * Incorporate knowledge from a subject and real-time data into a technology project
 * Compare and contrast external sources for additional knowledge to complete a technology project
 * Compare and contrast other problem-solving and decision-making methods and choose a method to solve a given problem. ||
 * **Basic** || **9-12th grade students performing at the basic level:**
 * Research and report on an emerging technology within a career cluster
 * Identify a system and determine its parts
 * Identify an example of an intended and unintended impact in a system
 * Incorporate knowledge from a subject into a technology project
 * Compare external sources needed for additional knowledge to complete a technology project
 * Formulate a solution given a specific problem-solving and decision-making model ||


 * Ninth-Twelfth Grade Social Interactions**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.SI.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.SI.1.2
 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **9-12.SI.1.1 Evaluate the need for acceptable use policies.**
 * Identify different types of policies
 * Critique common elements of policies**Example:** compare the bill of rights with acceptable AUP and discuss the correlation to freedom of speech
 * Example:** compare the schools policy with a business policy
 * Example:** compare HS to college ||
 * (Synthesis) || **9-12.SI.1.2 Compile a list of immediate and long-range effects of ethical and unethical uses of technology on individual and society.**
 * Personal protection through establishing legal ownership of a creative work**Example:** Copyright of work
 * Cost ($, emotional, criminal)**Example:** Research different types of penalties and consequences for misuse or stealing of copyrighted work
 * Consequences of virus spreading, file pirating, hacking, packet sniffing, identity theft, encryption**Example:** Research how the lives of victims and perpetrators (i.e. Kevin Mitnick) are changed due to the above practices.
 * Example:** Analyze how business (i.e. banking, financial) practices have changed to protect information ||

How do power outage effects society. Private company outages vs. publicly controlled power outages || Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.SI.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.SI.2.2
 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **9-12.SI.2.1 Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.**
 * Example:** discuss what happens when emergency 911 response computers go down,
 * (Evaluation) || **9-12.SI.2.2 compare and contrast society’s influence on technology and technology’s influence on society.**
 * Informational technology vs. production technology
 * Identify Cultural factors: age, religion, sex, political**Example:** Ads on identify theft
 * Example:** Training for businesses, workplaces
 * Example:** Discuss the emergence of new “11” numbers as a result of influence of technology, i.e. 211,511,411
 * Example:** Science 9-12.S.2.1 ||


 * Ninth-Twelfth Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * Design an appropriate and legal AUP
 * Advocate the ethical use of technology in home, school, and community
 * Predict how technology could transform business processes and relationships ||
 * **Proficient** || **9-12th grade students performing at the proficient level:**
 * Critique and evaluate an AUP
 * Model ethical use of technology at home, in school, and in the community
 * Outline the process to establish legal ownership of personal work.
 * Analyze and evaluate technological developments that have changed the way humans do their work
 * Evaluate the advantages and disadvantages of reliance of technology in the workplace and in society ||
 * **Basic** || **9-12th grade students performing at the basic level:**
 * Explain the legal consequences of breaking acceptable use policies (Hacking, sniffing)
 * Recognize the ethical use of technology (Licensing, copyright, plagiarism, ownership, security, responsibility privacy issues, (CIPA))
 * Identify the effects of unethical use of technology
 * Still function as a human being when the power goes out & they lose their Internet connection
 * Describe how technology has changed social mores including attitudes toward work, family, school, and other cultures
 * Describe the impact of technology on the skills needed in the workplace
 * Describe an advantage and a disadvantage of the reliance on technology in the workplace and in society ||


 * Ninth-Twelfth Grade Information and Communication Tools**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.CT.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.CT.1.2
 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Synthesis) || **9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product.**
 * Example:** Include a data table in a science lab report
 * Example:** Math 9-12.S.1.3
 * Example:** Writing 9.LVS.1.2
 * Example:** Science 9-12.N.2.1 ||
 * (Application) || **9-12.CT.1.2 Apply strategies for identifying and solving routine hardware and software issues.**
 * Online help menu**Examples:** Voice call lines –tech support ||

Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.CT.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.CT.2.2 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.CT.2.3
 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **9-12.CT.2.1 Utilize a virtual learning environment as a strategy to build 21st century learning skills.**
 * critical thinking skills
 * collaboration
 * information and literacy skills
 * decision making**Example:** Enroll in an online learning class ||
 * (Application) || **9-12.CT. 2.2 Investigate to apply expert systems, intelligent agents, and simulations in real-world situations.**
 * Example:** Using a virtual chemistry laboratory
 * Example:** Dissect a frog on the computer
 * Example:** Using context sensitive help system with computer software ||
 * (Application) || **9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.**
 * Example:** Utilize online reservation systems and ticket booking
 * Example:** Plan a trip using online airline schedules
 * Example:** Writing 9.LVS.1.4
 * Example:** Writing 11.W.1.2 ||

Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.CT.3.1 Click Here for Resources, Examples, Lesson Plans, Activities for 9-12.CT.3.2
 * Indicator 3:** Students evaluate and select information tools based on the appropriateness to specific tasks.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **9-12.CT.3.1 Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning.**
 * Examples:** Decide which type of software (slide presentation, interactive whiteboard) can best communicate classroom information
 * Example:** Science 9-12.N.2.1
 * Example:** Writing 12.W.1.1
 * Example:** Social Science 9-12.G.1.1A
 * Example:** Social Science 9-12.G.1.2 ||
 * (Analysis) || **9-12.CT.3.2 Organize and manage personal/professional information using technology tools. (e.g., finances, schedules, addresses, purchases, correspondence).**
 * Examples:** Certification in use of defibrillator; MOUS certification; CNA certification; CISCO certification; A+ certification
 * Example:** Writing 10.LVS.1.8
 * Example:** Writing 10.W.1.3
 * Example:** Writing 11.W.1.2 ||


 * Ninth-Twelfth Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * Recommend strategies in order to assist others in solving technical issues.
 * Create a virtual environment to build 21st century learning skills.
 * Investigate and apply expert systems, intelligent agents, and simulations in real-world situations
 * Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.
 * Develop a plan for completing industry certifications ||
 * **Proficient** || **9-12th grade students performing at the proficient level:**
 * Incorporate knowledge and enhanced usage skills to create a product,
 * Apply strategies for identifying and solving routine hardware and software issues,
 * Utilize a virtual learning environment as a strategy to build 21st century learning skills.
 * Investigate and apply expert systems, intelligent agents, and simulations in real-world situations
 * Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.
 * Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning
 * Organize and manage personal/professional information using multiple technology tools. (spreadsheets, databases, calendars) ||
 * **Basic** || **9-12th grade students performing at the basic level:**
 * Recognize a problem and request help in solving the issue.
 * Incorporate knowledge and enhanced usage skills to create a product with assistance.
 * Utilize a virtual environment with assistance.
 * Organize and manage personal/professional information using a technology tool. ||


 * Ninth-Twelfth Grade Information and Communication Processes**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 1:** Students understand the purpose of information technologies to communicate with a variety of collaborators.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Synthesis) || **9-12.CP.1.1 collaborate with external peers, experts, and others by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.**
 * Examples:** Think quest, online project, Course ware, Wiki
 * Example:** Writing 12.W.1.1 ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 2:** Students exchange information and ideas for an identified purpose through Information Technologies.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **9-12.CP.2.1 Adapt delivery of communication based on available information technologies.**
 * Examples:**. WebCT, Blackboard, Wiki, Blog, Share drives/Share Points, Tracking changes in documents, Create a tutorial using Flash, Camtasia, or other recording technology
 * Example:** Social Science 9-12.G.1.1
 * Example:** Social Science 9-12.G.1.2
 * Example:** Social Science 9-12.G.1.2A
 * Example** Writing 10.W.1.3
 * Example:** Writing 12.W.1.1 ||


 * Ninth-Twelfth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * Teach others how to use a collaborative workspace
 * Consider several methods and choose the best for building group collaboration in research, communication and presentation among students in physically separated locations
 * Teach others to use technology tools for communicating information. ||
 * **Proficient** || **9-12th grade students performing at the proficient level:**
 * Collaborate to create a product to disseminate information by utilizing a collaborate workspace (such as WebCT)
 * Contribute digitized material (e.g., video interviews, scanned pictures, text, and graphic information) to a project archive and create links to resource material
 * Utilize three or more technology tools for communicating information. ||
 * **Basic** || **9-12th grade students performing at the basic level:**
 * Recognize the value of collaboration
 * Utilize one or two technology tools for communicating information. ||


 * Ninth-Twelfth Grade Information Literacy and Decision Making**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Synthesis) || **9-12.IL.1.1 Design a research project using a variety of technologies to find information to solve a real-world problem.**
 * Example:** Use GIS (Geographic Information System) mapping to locate a proposed railroad track
 * Example:** Math 9-12.S.1.1
 * Example:** Writing 9.LVS.1.3
 * Example:** Writing 10.LVS.1.4 ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **9-12.IL.2.1 Independently evaluates the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.**
 * Defend the choice of sources in their bibliography (in any assigned project or paper).**Examples**: Form a panel to discuss the results of the evaluation, debate the validity of specific electronics resources, prepare a case study and report results, keep a reflective log of research results from various resources, develop a web page or web site that publishes results of evaluations for others to use.
 * Example**: Reading 10.R.5.1
 * Example**: Reading 11.R.5.1
 * Example**: Reading 12.R.5.1
 * Example**: Writing 9.LVS.1.1
 * Example**: Writing 10.W.1.3
 * Example**: Writing 10.LVS.1.1
 * Example**: Writing 11.LVS.1.1
 * Example**: Writing 11.LVS.1.2
 * Example**: Social Science 9-12.G.1.1A
 * Example**: Social Science 9-12.C.2.4A ||


 * Ninth-Twelfth Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * Critique the methods used to find information to solve real-world problems.
 * Recommend digital sources for a research project. ||
 * **Proficient** || **9-12th grade students performing at the proficient level:**
 * Design a research project using a variety of technologies to find information to solve a real-world problem.
 * Defend the choice of sources used for a research project. ||
 * **Basic** || **9-12th grade students performing at the basic level:**
 * Compare technologies used to find information to solve an identified problem.
 * Cite the sources used for a research project. ||