Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Computer/Technical:

Desktop management, basic computer skills, and trouble shooting procedures are automatic and do not detract from use of computers as a tool for planning, management, communication, and instruction.

Basic Network Use

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· log on using userid & password

· select printer & print

· save files

· continuous use of network functions

· occasionally teach/coach peers

· students use network functions

· automatic network use functions

· support role in network use and maintenance

· coach/teach peers on a regular basis

· students automatic use

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Information/Communication:

Use of network and the Internet/Intranet functions is an integral part of working environment to: access information and resources, communicate, collaborate, plan, instruct, and learn.

E-Mail

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open Netscape or Internet Explorer mail

· open and read message

· reply to a message

· understand and follow AUP and guidelines for e-mail messages

· create, address, send, reply, cc, and forward messages

· attach files and URL’s in messages

· regular e-mail

· sporadic use & integration of e-mail projects into instructional plans

· students participate in regular, supervised e-mail projects.

· students begin to initiate e-mail projects

· refinement, expansion, & invention in the use of all e-mail functions

· automatic and ongoing use of e-mail & integration in instructional plans

· automatic, supervised student use of Internet resources

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Information/Communication:

Use of network and the Internet/Intranet functions is an integral part of working environment to: access information and resources, communicate, collaborate, plan, instruct, and learn.

Shared Calendar

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open Exchange (Mac) or Outlook (Windows)

· open and read personal calendar

· schedule personal appointments

· open and read shared calendars

· read and reply to messages (if using for e-mail)

· explore uses for personal and shared calendar functions

NA

· submit requests for meetings, appointments, conference rooms, etc. via shared calendar

· use the "To Do" feature for personal planning/management

· create, address, send, reply, cc, and forward messages (if using for e-mail)

· attach files and URL’s in messages

· use additional features such as online conference/bulletin board functions

· create mailing lists

· continuous use for personal and collaborative scheduling as well as communication

· continually refining skills

· occasionally teach/coach others

· explore applications for student use

· refinement, expansion, & invention in the use of all features

· automatic and ongoing use

· teach/coach others on a regular basis

· encourage student use for scheduling and planning

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Information/Communication:

Students' and teachers' use word processing, database, spreadsheet, and presentation technologies to: facilitate, enrich, and enhance the organization, analysis, synthesis, evaluation, communication, and presentation of information and ideas.

Internet

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open Netscape or Internet Explorer

· use navigation buttons

· use information and links on the P-H-M home page

· understand and follow AUP

· involve students with Internet resources

· use and create bookmarks

· develop information skills: posing research questions, keyword search strategies, use of search strategies, locating & evaluating accurate/relevant info

· limited Internet use & integration of Internet resources in instructional plans

· begin to develop webpages & content

· continuous, supervised student use of Internet resources

· refinement, expansion, & invention in area of information skills

· continuous development of webpages and content

· automatic use of Internet & integration of Internet tools in instructional plans

· automatic and ongoing, supervised student use of Internet resources

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Information/Communication:

Students' and teachers' use word processing, database, spreadsheet, and presentation technologies to: facilitate, enrich, and enhance the organization, analysis, synthesis, evaluation, communication, and presentation of information and ideas.

Integrated Software: ClarisWorks assumed unless noted on personal proficiency growth record.

(i.e. Microsoft Word, Excel, FileMaker Pro, PageMaker, etc.)

Word Processing & Desktop Publishing

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open application

· create new document

· find & open existing document

· save document to default location

· insert/delete/edit text

· print document

· explore program & use occasionally

· use all features: table, columns, sections, header/footer, bullets

· import/export and convert to/from other applications

· newsletters, fliers, mail merge, brochures

· continuous use for many different tasks & continually expanding skill

· occasionally teach/coach peers in word processing

· regularly use word processing for student activities

· students sporadically initiate use of word processing

· automatic use of word processing & desktop publishing

· invent new uses and/or features in word processing & desktop publishing documents

· coach/teach others in word processing/

desktop publishing on a regular basis

· students automatically and continually use word processing/ desktop publishing automatically as a learning tool

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Information/Communication:

Students' and teachers' use word processing, database, spreadsheet, and presentation technologies to: facilitate, enrich, and enhance the organization, analysis, synthesis, evaluation, communication, and presentation of information and ideas.

Database

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open application

· find & open existing file

· use terms field, record, view (mode)

· search, sort, & select records

· print report

· explore program & use existing databases

· use commercially developed databases

· students explore CD database resources such as encyclopedia & reference CD’s

· use all features: add mail merge function, format fields

· import into word processing document

· convert to/from other applications

· continuous use for many different tasks & continually expanding skill

· occasionally teach/ coach peers in database use

· sporadically use for student activities

· students begin to initiate database use

· automatic use of database

· invent new uses and/or features in databases

· coach/teach others in use of databases on a regular basis

· students automatically use databases as learning tool

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Information/Communication:

Students' and teachers' use word processing, database, spreadsheet, and presentation technologies to: facilitate, enrich, and enhance the organization, analysis, synthesis, evaluation, communication, and presentation of information and ideas.

Spreadsheets

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open application

· find & open existing file

· print spreadsheet

· use terms column, row, record & value

· change value in cell

· explore program & use spreadsheets

· use existing spreadsheet for "what if..." thinking & planning

· use all features: create charts, calculate using formulas

· import into word processing document

· convert to/from other applications

· regular and continuous use for many different tasks & continually expanding skill

· occasionally teach/coach peers in spreadsheets

· regularly and continuously use for student activities

· students begin to initiate spreadsheet use

· automatic use of spreadsheets

· invent new uses and/or features in spreadsheets

· coach/teach peers in spreadsheets on a regular basis

· students automatically use spreadsheets as a learning tool

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Information/Communication:

Students' and teachers' use word processing, database, spreadsheet, and presentation technologies to: facilitate, enrich, and enhance the organization, analysis, synthesis, evaluation, communication, and presentation of information and ideas.

Presentation Tools

(ClarisWorks Slide Show and/or PowerPoint)

Knowledge/Skills/

Applications

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open application

· plan & organize content to highlight most important points

· use template to create presentation/side show

· use all features

· continuous use for many different presentations & continually expanding skill

· occasionally teach/

coach peers with presentations

· sporadic student use of presentation software

· students begin to initiate use for limited presentations

· automatic and ongoing use for presentations which reflect full use of features and effective design elements

· invent new uses and/or features in presentations

· coach/teach peers with presentations on a regular basis

· students automatic, ongoing use as a presentation tool

Visual Mapping Tool

(Inspiration)

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open application

· switch between diagram & outline views

· save and print

· use simple symbols and links to brainstorm or plan & organize information or ideas

· expand skills to create: flowcharts, goals, organizational charts, project planning

· continuous use for thinking & organizing

· occasionally teach/coach peers

· sporadic student use

· students initiate use

· automatic use for variety of tasks fully using features

· invent new uses and/or features

· coach/teach peers on a regular basis

· students automatically use

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Multimedia and/or Hypermedia: (Teachers primarily facilitate use by students with specific program varying appropriately with age/grade level of students)

Multimedia (hardware and software) and hypermedia use appropriately integrates with student learning opportunities to address multiple intelligences, various learning styles and modes, and implications of cognitive research.

KidPix

(Grades K-8 primarily

but may be used 9-12)

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open application

· use stamps to create graphic

· insert text fields

· use all drawing tools

· save and print

· plan and create a story, poster, etc.

· begin to help students use these skills

· use a story board to plan curriculum related project

· use all features to create slides planned in storyboard

· convert slides into a side show

· continuous integrated into instructional planning

· occasionally teach/coach peers

· continuous student use

· students begin to initiate use

· automatic integration into instructional planning

· invent new uses and/or features

· coach/teach peers on a regular basis

· automatic and ongoing student use

Hypermedia

(Grades 4-12)

(HyperStudio assumed unless students level and/or expertise suggests use of HyperCard or Macromind Director)

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· open application

· interact with an existing stack

· modify existing stack (text, text fields, graphics, & buttons)

· save changes

· add sound and/or video

· use all features to create stacks

· use a story board to plan curriculum project

· often integrate into instructional planning

· often teach/coach peers

· continuous student use

· students initiate to communicate & present

· automatic and ongoing integration into instructional planning

· incorporate animation

· invent new uses and/or features

· often coach/teach peers

· students automatic use as tool to creative, communicate & present

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Multimedia Hardware:

Multimedia (hardware and software) and hypermedia use appropriately integrates with student learning opportunities to address multiple intelligences, various learning styles and modes, and implications of cognitive research.

Digital Camera

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· take pictures

· connect to TV or IIS to display

· connect to computer & import into application (word processing, Kid Pix, HyperStudio, etc.)

· explore uses for instruction & communication

· students take pictures

· use all image editing features

· occasional use

· integrate use in instructional planning

· students integrate the use of digital images into projects

· refine, expand, & invent new features & applications

· automatically integrate use in instructional planning

· students automatically integrate use appropriately in work

Scanner

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· scan pictures

· import into application (word processing, Kid Pix, HyperStudio, etc.)

· explore uses for instruction & communication

· students scan images

· use all image editing features

· continuous use

· continuous integration into instructional planning

· students crop, resize, & refine images

· students continuously integrate digital images into projects

· refine, expand, & invent new features & applications

· automatic and ongoing integration into instructional planning

· students use all features

· students automatically integrate appropriately into work

LCD Panel, scan converter, projector

Knowledge/Skills/

Application

Curriculum Integration

· continuous teacher and student use

· automatic, ongoing teacher and student use

Technology Area

Stages ®

Dimensions¯

Exploration (E)

Development (D)

Refinement (R)

Innovation (I)

Video: Video use appropriately integrates with student learning opportunities to address multiple intelligences, various learning styles and modes, and implications of cognitive research.

VCR/TV or IIS

Knowledge/Skills/

Analysis/Synthesis/

Evaluation

Curriculum Integration

· use all TV features including accessing cable programming & in-house/ intra-school broadcasting

· use all VCR features: play, pause, reverse, ff, reverse ff, record

· understand & appropriately apply active & passive viewing

· select & use appropriate video clips (or entire videos)

· automatically apply appropriate use of active & passive viewing

Camcorders

Knowledge/Skills/

Application

Analysis/Synthesis/

Evaluation

Curriculum Integration

· record student projects, field trips, etc.

· connect to TV or IIS to preview

· explore uses for instruction & communication

· continuous student use

· begin using video editing features & TV broadcasting

· refinement of skills including video editing features

· automatic integration of video into instruction & assessment

· automatic student use

· refine video editing & TV broadcasting skills

Distance Learning/

Video Conferencing

Developmental Stage: indicators emerging...

· participate in offerings

(to be developed)

(to be developed)