8th+Grade+Standards


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


 * 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) || **8.NC.1.1** Evaluate the innovations contributed by individuals and institutions related to technology to understand that role in the development and design of technology. ||
 * (Evaluation) || **8.NC.1.1** Evaluate the innovations contributed by individuals and institutions related to technology to understand that role in the development and design of technology. ||


 * 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) || **8.NC.2.1** Compare the effect one system has on another system · Subsystem to subsystem Example: systems of the body · Individual system to individual system
 * Example:** effect of human action on the environment – Science standards 8.S.2.1 ||
 * Example:** effect of human action on the environment – Science standards 8.S.2.1 ||


 * 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** ||
 * **(**Evaluation**)** || **8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path.** ||
 * **(**Evaluation**)** || **8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path.** ||


 * 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** ||
 * Synthesis || **8.NC.4.1 Validate the design process in problem-solving activities.** ||
 * Synthesis || **8.NC.4.1 Validate the design process in problem-solving activities.** ||

• Critique the contributions of individuals and institutions relating to future communication technologies. • Determine the effect of one system on another system and its positive or negative effect. • Map personal educational choices required to pursue a chosen career path • Evaluate the effectiveness of using the design process in problem solving activities. || • Recognize the names and contributions of individuals and institutions important to the innovations of information and communication technologies • Diagram the relationship of a subsystem to a subsystem • Diagram the relationship of a system to a system. • Evaluate technology education skills required to pursue a chosen career path • Integrate the design process in problem solving activities. || • Match individuals and institutions with accomplishments in communication technologies. • Give examples of how systems affect each other. • List the technology skills required to pursue a chosen career path. • Give examples where the design process has been used in problem solving activities. ||
 * Eighth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Basic** || **Eighth grade students performing at the basic level:**
 * **Basic** || **Eighth grade students performing at the basic level:**


 * Eighth Grade Social Interactions**
 * Grade Standards, Supporting Skills, and Examples**

• Identify levels of rights and permissions • Compare student to staff and school to school ||
 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **8.S.1.1** Outline the components and purpose of school acceptable use policies.
 * (Analysis) || **8.S.1.1** Outline the components and purpose of school acceptable use policies.


 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * Analysis || **8.S.2.1** Distinguish the effects that may result from society’s increasing reliance on technology ||
 * Analysis || **8.S.2.1** Distinguish the effects that may result from society’s increasing reliance on technology ||

• Compare and contrast educational acceptable use policies with those outside of a school setting. • Organize a presentation on the effects resulting from society’s increasing reliance on technology. || • Identify levels of rights and permissions on a network. • Outline the components and purpose of an acceptable use policy and compare it to a similar policy. • Distinguish the effects that may result from society’s increasing reliance on technology. || • Understands the basic concept of an acceptable use policy. • Identify effects of society’s increasing reliance on technology. ||
 * Eighth Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Basic** || **Eighth grade students performing at the basic level:**
 * **Basic** || **Eighth grade students performing at the basic level:**


 * Eighth Grade Information and Communication Tools**
 * Grade Standards, Supporting Skills, and Examples**

• Internal/external device failure • Virus and malware • Improper use of equipment ||
 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Synthesis**)** || **8.CT.1.1 Categorize the causes of routine hardware or software problems.**
 * **(**Synthesis**)** || **8.CT.1.1 Categorize the causes of routine hardware or software problems.**

– Demonstrate touch-type at 30 gwam with 2 or fewer errors per minute in a 3 minute time period. - Application ||
 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Evaluation**)** || **8.CT.2.1 Recommend applications that could be extended to other situations.** ||
 * **(**Comprehension**)** || **8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting**
 * Example:** WebCT, BlackBoard, Blogs, eboard, Web-based portals ||
 * **(**Synthesis**)** || **8.CT.2.3 Incorporate the use of keyed technology into any learning environment.**
 * Example:** WebCT, BlackBoard, Blogs, eboard, Web-based portals ||
 * **(**Synthesis**)** || **8.CT.2.3 Incorporate the use of keyed technology into any learning environment.**
 * **(**Synthesis**)** || **8.CT.2.3 Incorporate the use of keyed technology into any learning environment.**


 * Indicator 3:** Students evaluate and select information tools based on the appropriateness to specific tasks.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Synthesis**)** || **8.CT.3.1 Develop a repert**oire **of strategies to apply new technologies to tasks.** ||
 * **(**Synthesis**)** || **8.CT.3.1 Develop a repert**oire **of strategies to apply new technologies to tasks.** ||

• Apply corrective action to routine hardware and software problems • Independently utilize more than one application to complete a specific task. • Differentiate between available virtual learning environments to determine the most productive environment. • Demonstrate a rate of more than 30 gwam with 2 or fewer errors while using keyed technology in a learning environment. • Instruct others in using strategies to apply new technologies to task. (EX-Prepare a brochure of strategies to share with peers, teachers, and others.) || • Categorize a variety of common computer problems as either hardware or software related. • Determine a secondary application that could be used to complete a specific task • Independently utilize virtual learning environments in a classroom setting. • Demonstrate a rate of at least 30 gwam with 2 or fewer errors while using keyed technology in a learning environment • Develop 3 strategies to apply new technologies to tasks. || • Construct a list of common computer problems. • Use a secondary application to complete a specific task if directed to do so. • Use a virtual learning environment in a classroom setting if given specific directions. • Demonstrate a rate of at least 25 gwam with 2 or fewer errors while using a keyed technology in a learning environment. • Use a strategy to apply a new technology to a task ||
 * Eighth Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Basic** || **Eighth grade students performing at the basic level:**
 * **Basic** || **Eighth grade students performing at the basic level:**


 * Eighth Grade Information and Communication Processes**
 * Grade Standards, Supporting Skills, and Examples**


 * 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** ||
 * **(**Evaluation**)** || **8.CP.1.1 Evaluate the effectiveness of a variety of communication tools used for collaboration.** ||
 * **(**Evaluation**)** || **8.CP.1.2 Evaluate the process of communicating clearly to peers, teachers and others using collaborative technologies.** ||
 * **(**Evaluation**)** || **8.CP.1.2 Evaluate the process of communicating clearly to peers, teachers and others using collaborative technologies.** ||
 * **(**Evaluation**)** || **8.CP.1.2 Evaluate the process of communicating clearly to peers, teachers and others using collaborative technologies.** ||


 * Indicator 2:** Students use a variety of technologies to exchange information and ideas for an identified purpose.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Synthesis**)** || **8.CP.2.1 Integrate effective communication tools for managing personal and educational information.** ||
 * **(**Synthesis**)** || **8.CP.2.1 Integrate effective communication tools for managing personal and educational information.** ||

• Compare multiple current communication tools and how they may be used in the future. • Evaluate the content of, as well as the process used, when using communication tools such as email, chat, and blogs to send, receive, and post information for personal and educational use. || • Compare three communication tools used to collaborate and evaluate the effectiveness of the process used. • Independently utilize communication tools such as email, chat, and blogs to send, receive, and post information for both personal and educational use. || • Describe how one communication tool is used for collaboration. • Use communication tools such as email and chat to send, receive, and post information when directed by a teacher. ||
 * Eighth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Basic** || **Eighth grade students performing at the basic level:**
 * **Basic** || **Eighth grade students performing at the basic level:**


 * Eighth Grade Information Literacy and Decision Making**
 * Grade Standards, Supporting Skills, and Examples**
 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Synthesis**)** || **8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task.** ||
 * **(**Synthesis**)** || **8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task.** ||


 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **8.IL.2.1 Compare and contrast online sources for accuracy, relevance, comprehensiveness and bias.** ||
 * (Evaluation) || **8.IL.2.1 Compare and contrast online sources for accuracy, relevance, comprehensiveness and bias.** ||

• Anticipate the outcome of a search using a variety of electronic resources to determine which resource would be most productive. • Compare and contrast multiple online sources for accuracy, relevance, comprehensiveness and bias. || • Design a plan for conducting a search for a given topic that includes which electronic resources to use and how to perform and effective search. • Compare and contrast 2 online sources for accuracy, relevance, comprehensiveness and bias. || • Conduct a search for a given topic using a variety of electronic resources. • Compare and contrast 2 online sources for accuracy and relevance. ||
 * Eighth Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * **Basic** || **Eighth grade students performing at the basic level:**
 * **Basic** || **Eighth grade students performing at the basic level:**