9-12+Grade+Standards


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

• **Example:** Emerging technology effect on future legal issues • **Example:** How downloading music has affected the music industry • **Example:** Matching the appropriate technology to a situation or need. || • **Example:** Relate how historical and current events affect the design of new technologies –View the Connections video series or read Pinball Effect by James Burke • **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 • Read magazines such as Business 2.0 and Business Week ||  ||
 * 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.**
 * || (Evaluation) || **9-12.NC.1.2 Predict how the evolution of technology will influence the design and development of future 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**)** || **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 • Analyze how changes in inputs and process affect 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:** Landline vs. mobile phone, hardwire vs. wireless
 * Example:** Changes in hardware and software ||  ||


 * 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 financial information into a Community Action program
 * Example:** Consumer Reports information embedded in a home buying decision ||
 * || (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) ||  ||


 * 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.** ||
 * || **(**Synthesis) || **9-12.NC.4.2 Formulate a technological solution using data-driven decision making**
 * Example:** Marzano’s Decision-Making Model ||  ||

• 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 || • 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. || • 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 Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * || **Proficient** || **9-12th grade students performing at the proficient level:**
 * || **Basic** || **9-12th grade students performing at the basic level:**


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

• Identify different types of policies • Critique common elements of policies • Personal protection through establishing legal ownership of a creative work • Cost ($,emotional, criminal) • consequences of virus spreading, file pirating, hacking, packet sniffing Identity theft, encryption ||  ||
 * 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.S.1.1 evaluate the need for acceptable use 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.S.1.2 Compile a list of immediate and long-range effects of ethical and unethical uses of technology on individual and society**

How do power outage effects society. Private company outages vs. publically controlled power outages || • Informational technology vs production technology • Identify Cultural factors: age, religion, sex, political
 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || **(**Analysis**)** || **9-12.S.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.S.2.2 compare and contrast society’s influence on technology and technology’s influence on society**
 * 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 ||  ||

• 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 || • 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 || • 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 Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * || **Proficient** || **9-12th grade students performing at the proficient level:**
 * || **Basic** || **9-12th grade students performing at the basic level:**


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

• Online help menu
 * 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.** ||
 * || **(**Application**)** || **9-12.CT.1.2 Apply strategies for identifying and solving routine hardware and software issues.**
 * Examples:** Voice call lines –tech support ||  ||

• critical thinking skills • collaboration • information and literacy skills • decision making ||
 * 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**
 * || **(**application**)** || **9-12.CT. 2.2 Investigate to apply expert systems, intelligent agents, and simulations in real-world situations** ||
 * || **(**Application**)** || **9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.** ||  ||


 * 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** ||
 * || **(**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 ||  ||

• 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 || • 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) || • 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 Tools**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * || **Proficient** || **9-12th grade students performing at the proficient level:**
 * || **Basic** || **9-12th grade students performing at the basic level:**


 * Ninth-Twelfth 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** ||
 * || **(**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 space ||  ||


 * 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** ||
 * || (Application) || **9-12.CP.2.1 Utilize technology tools for communicating information.**
 * Examples:**. WebCT, Blackboard, Wiki, Blog, Share drives/Share Points, Tracking changes in documents, Create a Flash movie to teach about Internet safety ||  ||

• 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. || • 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. || • Recognize the value of collaboration • Utilize one or two technology tools for communicating information. ||  ||
 * Ninth-Twelfth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **9-12th grade students performing at the advanced level:**
 * || **Proficient** || **9-12th grade students performing at the proficient level:**
 * || **Basic** || **9-12th grade students performing at the basic level:**


 * Ninth-Twelfth 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) || **9-12.IL.1.1 design a research project using a variety of technologies to find information to solve a real-world problem** ||  ||

• Defend the choice of sources in their bibliography (in any assigned project or paper).
 * 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 evaluates the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.**
 * 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. ||  ||

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