St. Monica School recognizes the immense potential of educational technology in providing quality education to all students. By integrating technology as a component of a well-balanced curriculum, students will learn how to access information, think critically, communicate effectively and become life long learners.
Embracing the capacity of technology will enable the school community of students, faculty, staff and parents to facilitate good communication, mutual respect, and understanding.
St. Monica School provides students with a broad range of technology education opportunities in their classrooms, library, and computer lab. Educators receive training and support they need to effectively integrate technology into their curriculum. When students graduate from St. Monica School they have the competence to use technology responsibly and ethically, the confidence to explore new technologies, and the commitment to use technology for the betterment of humanity.
Future academic and school-to-work success will be measured by the ability to access and manipulate information. To meet this challenge, we believe students should have proficiencies in core technology skills, information access, telecommunication, publication and ethics.
Basic education and technology literacy facilitate exposure to evaluate and solve everyday situations. Knowledge of technology tools is essential for students to have so they are well prepared to effectively use those tools in their course work.
Strategy 1: Students in grades 3-8 receive Keyboard Skills instruction each Fall semester building on the skills learned the previous year. Assignments throughout the year re-enforce the skill.
Strategy 2: Educators understand Student Technology Outcomes, as determined by the Seattle Archdiocesan Technology Committee, and provide skill instruction integrated with the curriculum to meet targeted outcomes.
Strategy 3: The Technology Specialist meets with educators regularly to evaluate and support skills instruction, as needed, to accomplish Strategy 2.
Students are information navigators. Tools for information navigation are located in all learning areas of the school: classrooms, library and computer lab.
Strategy 1: Students identify and value the scope of information sources, browse those sources, differentiate and selectively choose sources, and retrieve appropriate information/data using all forms of media, technology and telecommunications.
Strategy 2: Educators model the use of information access when preparing lessons and planning assignments.
Strategy 3: The Principal and the Technology Specialist support necessary network hardware and software acquisition, installation and training.
Technology has brought about significant changes in how people communicate and exchange information throughout the world. Students understand and use various electronic communication techniques. Students establish collaborative projects, which are no longer bound, by physical locality.
Strategy 1: Students use email and web access to communicate with educators, home and worldwide collaborators. Assignments are saved to a web server to be accessed anywhere-anytime.
Strategy 2: Educators use email, listserves and web access to collaborate with peer educators for information exchange and research material.
Strategy 3: The Technology Specialist supports the email and web server, and is the website's Webmaster.
Students effectively create, develop, and communicate their ideas and information using a variety of presentation software, hardware and peripherals.
Strategy 1: Students use a variety of software and hardware components to creatively publish and present.
Strategy 2: Educators model publication and presentation in daily instruction.
Strategy 3: The Technology Specialist coordinates, facilitates and maintains the use of hardware necessary to publish and present.
Students access and use a variety of information sources worldwide. Students are educated on the appropriate use of technology and instructed on ethical decision making processes.
Strategy 1: St. Monica School Acceptable Use Policy is published in the Student Handbook. Each year the policy is presented and explained in detail to all classes. Parents are asked to acknowledge and sign the Student Handbook agreement.
Strategy 2: Religion classes emphasize ethical behavior in the curriculum.
Educators are encouraged and supported in their continuing education as it relates to technology and curriculum integration.
Strategy 1: Individual educators and Principal meet yearly to set goals in alignment with the standards set by the Archdiocese of Seattle Technology Professional Competency Criteria for Educators.
Strategy 2: Principal provides budget and opportunity for technology classes.
Strategy 3: The Technology Specialist provides training sessions weekly.
Strategy 4: Educators are encouraged to apply for technology related grants.
The budget provides funds to upgrade and maintain equipment, software, network and infrastructure. The budget also provides funds for ongoing staff technology training.
Strategy 1: Technology is a line item in the budget.
Strategy 2: Technology is included in the annual Auction.
Strategy 3: Parent's Club fundraising projects encompass Technology.
Strategy 4: Technology training is covered in the Staff Development budget.
I am pleased to introduce to you the Educational Technology Outcomes developed by the Seattle Archdiocesan Technology Committee (SATC). These outcomes are for your perusal, comments and adoption. You are welcome to adopt these outcomes according to your schools' needs. In developing these outcomes, the members of the committee have consulted the International Society for Technology in Education (ISTE) standards and Washington State Essential Academics Learning requirements.
The power of educational technology and the energy of young minds create a dynamic potential for learning. We know that to stay current with educational technology, we have to continue to keep updated as technology constantly changes. Therefore, we welcome your suggestions for improving and updating these Outcomes. Your input is essential to the challenge of meeting the needs of your students. I am sure SATC can meet this challenge and benefit all Catholic school students if our committee members continue to share their expertise and time to incorporate your suggestions into the Outcomes.
The Catholic Schools Department is most grateful to the many Educational Technology Directors and Coordinators, both at the high school and elementary level, who have shared their experience and expertise. They have generously given many hours to the discussion, debate and formulation of these outcomes. My deepest indebtedness to Sr. Ann Cornelia Sullivan, SNJM, and other members of the Outcomes' sub-committee listed on the following pages.
Please stay connected with this process by sending your comments to me or to any SATC committee member.
Thank you.
Anthony Gnanarajah, Ph.D.
Associate Superintendent
Seattle Archdiocesan Technology Committee
August 2000
"The challenge facing America's schools is the empowerment of all children to function Effectively in their future, a future marked increasingly with change, information growth, and evolving technologies... Technology has become a powerful catalyst in promoting learning, communications and life skills for economic survival in today's world."
The Seattle Archdiocesan Technology Committee (SATC) revised the student outcomes for Computer Education, which had been written in 1997 to provide learning opportunities that produce technologically capable students. National Standards for Educational Use of Technology and Washington State Essential Learnings were used as guidelines along with the combined experience of the committee members. These outcomes are recommended for use in the Catholic schools of the Seattle Archdiocese.
The SATC members have three concerns. One consideration is the wide variety of settings existing within the archdiocesan system. Each school will need to adapt these outcomes and modify them appropriately to fit the school. A second relates to the primary responsibility for these outcomes. This could lie with the computer teacher, the media specialist/librarian and/or the classroom teacher. Again, each school needs to determine who will be the person or persons who will implement the program. The third concern is related to the integration of technology across the curriculum as the ideal. Hence all teaching faculty have a responsibility to be involved in technology education. This includes the initial presentation, the reinforcing of skills and the assessment process. No skill is taught in isolation from the curriculum. Student Outcomes
Computer Literacy: The student will demonstrate independent use and
maintenance of computer hardware and software, including file management, navigation and multi-task skills.
Keyboarding: The student will demonstrate accurate touch-typing.
Word Processing: The student will demonstrate the ability to correct, organize
and sort data and generate reports.
Spreadsheet: The student will demonstrate an understanding of the purpose of spreadsheets, the appropriate use of formulas and the ability to create a document and graph.
Presentation Skills: The student will demonstrate the ability to plan, organize and develop a presentation using appropriate hardware and software.
Ethics: The student will demonstrate an understanding of proper
ethical and Christian use of electronic media.
Email: The student will demonstrate the ability to ethically send and receive messages using email software.
Internet: The student will use the Internet as a research and
information tool using legal and ethical standards.
Information
Literacy/Research: The student will demonstrate the ability to strategize, access, evaluate and cite sources.
Graphics/Layout: The student will demonstrate the knowledge of graphic
software and hardware and how to apply them to create and modify images in layouts.
Multimedia: The student will demonstrate knowledge of various media
peripherals and software and how to merge their elements
into a multi-media presentation.
Web Page
Development: The student will demonstrate the ability to design, develop
and update a web page.
| Computer Literacy: | |||||||||||
| I=Introduction R=Reinforce IU=Independent User | |||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The Student Will... | Identify basic computer hardware components and peripheral devices | I | I | I | R | R | R | IU | IU | IU | |
| Demonstrate care and appropriate use of hardware and software | I | I | R | R | R | R | R | R | R | ||
| Identify and report problems | I | I | I | R | R | R | R | R | R | ||
| Use and understand basic computer related terms and their function | I | I | I | R | R | R | IU | IU | IU | ||
| Demonstrate basic computer management skills: | |||||||||||
| Disk Management Format | I | I | R | IU | IU | IU | IU | IU | IU | ||
| Access and exit programs | |||||||||||
| File Management | I | I | R | R | IU | IU | IU | IU | IU | ||
| Logically name documents | I | R | IU | IU | IU | IU | IU | ||||
| Create and name folders | I | I | R | R | IU | IU | IU | IU | IU | ||
| Save to appropriate destination | I | R | R | IU | IU | IU | |||||
| Maintain backups | I | I | R | R | IU | IU | IU | IU | IU | ||
| Locate and open documents | I | R | R | IU | IU | IU | |||||
| Maintain, reorganize and delete when appropriate | I | R | R | IU | IU | IU | |||||
| Demonstrate Navigation Skills: | |||||||||||
| Use Save and Save As appropriately | I | R | R | IU | |||||||
| Use Help Programs | I | R | R | IU | |||||||
| Identify lock and unlock | I | R | R | IU | |||||||
| Scan for errors and viruses | I | R | R | IU | |||||||
| Maintain backups | I | R | R | IU | |||||||
| Use mouse and keyboard to navigate: | |||||||||||
| mouse clicking and dragging | I | I | R | IU | IU | IU | IU | IU | IU | ||
| windows | I | I | R | IU | IU | IU | IU | IU | IU | ||
| between programs | I | I | R | IU | IU | IU | IU | IU | IU | ||
| desktop | I | I | R | IU | IU | IU | IU | IU | IU | ||
| software | I | I | R | R | R | IU | IU | IU | IU | ||
| menus | I | I | R | R | R | IU | IU | IU | IU | ||
| toolbars | I | R | R | IU | IU | IU | |||||
| Select printer and modify properties | I | R | R | IU | IU | IU | |||||
| Log on or off Network when appropriate | I | R | R | IU | IU | IU | |||||
| Demonstrate the ability to Multitask: | |||||||||||
| Integrate materials from separate programs | I | R | R | IU | IU | IU | |||||
| Use programs simultaneously | I | R | R | IU | IU | IU | |||||
Keyboarding: |
I=Introduction R=Reinforcement IU=Independent User | ||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The student will: | Identify left and right keyboard | I | R | R | IU | IU | IU | IU | IU | IU | |
| Identify letters & numbers | I | R | R | IU | IU | IU | IU | IU | IU | ||
| Identify home, top & bottom rows | I | R | IU | IU | IU | IU | IU | IU | |||
| Demonstrate proper two-handed keyboarding position | I | R | R | R | R | IU | IU | IU | |||
| Use all letters on keyboard | I | R | R | R | IU | IU | IU | ||||
| Use shift key, enter key & space bar | I | R | R | IU | IU | IU | IU | ||||
| Demonstrate home row familiarity focusing on accuracy | I | R | R | IU | IU | IU | |||||
| Increase accuracy and rate of words per minute | I | R | R | R | R | ||||||
| Demonstrate accuracy and a rate of 20-30 wpm | I | R | |||||||||
Word Processing: |
|||||||||||
| I=Introduction R=Reinforcement IU=Independent User | |||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The Student Will: | Dictate a story while another person enters the story | I | I | R | R | IU | IU | IU | IU | IU | |
| Create word lists | I | I | R | IU | IU | IU | IU | IU | |||
| Create simple sentences | I | I | R | IU | IU | IU | IU | IU | |||
| Create story with assistance | I | R | IU | IU | IU | IU | IU | ||||
| Edit using delete key and mouse | I | R | IU | IU | IU | IU | IU | ||||
| Type personal stories | I | R | R | R | IU | IU | IU | ||||
| Begin to create paragraphs | I | R | IU | IU | IU | IU | |||||
| Edit, save, retrieve and print a document | I | R | IU | IU | IU | IU | |||||
| Add graphic elements: WordArt, images, drawings, etc. | I | R | R | IU | IU | ||||||
| Display a knowledge and understanding of the formatting, and editing functions, including spell check, cut and paste, and correct punctuation | I | R | IU | IU | IU | ||||||
| Demonstrate the ability to format a personal letter | I | R | R | IU | IU | ||||||
| Create and/or insert tables | I | R | R | IU | IU | ||||||
| Create and/or insert columns | I | IU | IU | IU | IU | ||||||
| Demonstrate proper bibliographic form | I | R | R | R | |||||||
| Demonstrate the ability to use cut & paste techniques between documents | I | R | R | ||||||||
| Demonstrate ability to format text around an image | I | R | R | ||||||||
| Prepare a research paper or report containing graphs graphics, supporting document's content | I | R | R | ||||||||
| Database: | |||||||||||
| I=Introduction R=Reinforcement IU=Independent User | |||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The student will: | Explain the use of databases in every day life | I | R | R | IU | IU | |||||
| Use appropriate database terms, e.g., record, field, etc. | I | R | IU | IU | IU | ||||||
| Use a prepared database to edit and enter data | I | R | R | IU | IU | IU | IU | ||||
| Format a database to perform search, find and sort techniques | I | R | IU | ||||||||
| Create a database to organize data | I | R | R | ||||||||
| Use a filter to create and print reports | I | R | |||||||||
| Spreadsheet: | |||||||||||
| I - Introduction R - Reinforce IU - Independent User | |||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The Student Will: | Describe spreadsheet uses in everyday life | I | R | R | IU | IU | IU | IU | |||
| Use prepared data to enter into spreadsheet | I | R | R | IU | IU | IU | IU | ||||
| Perform basic spreadsheet functions using the column and row cell structure | I | R | R | R | IU | IU | |||||
| Format cells attributes | I | R | R | IU | IU | IU | |||||
| Perform navigation and editing of cells | I | R | R | IU | IU | IU | |||||
| Perform and understand the mathematical functions in a given cell structure | I | R | R | IU | IU | ||||||
| Display a knowledge of how to format to simplify searches and find functions | I | R | R | IU | IU | ||||||
| Create graphs, word searches, and flow charts | I | R | R | IU | |||||||
| Use cross-cell references with math functions to determine averages and percentages | I | R | IU | ||||||||
| Demonstrate the ability to properly format headers and footers | I | R | IU | ||||||||
| Export a spreadsheet into another document | I | R | IU | ||||||||
| Import graphics and size accordingly | I | R | IU | ||||||||
| Presentation Skills: | |||||||||||
| I = Introduction R = Re-introduce IU = Independent User | |||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The Student Will: | Create one slide/card with text, graphics & background | I | R | IU | IU | IU | IU | ||||
| Plan a multi slide/card presentation | I | R | IU | IU | IU | IU | |||||
| Use storyboard/outline to plan a presentation | I | R | R | IU | IU | IU | |||||
| Choose the appropriate application, I.e. PowerPoint, Hyperstudio, Claris Works, KidPix | I | IU | IU | IU | IU | IU | |||||
| Make effective use of graphic elements: | |||||||||||
| Type font and size | I | R | IU | IU | IU | IU | |||||
| Images, graphics | I | R | IU | IU | IU | IU | |||||
| Balance text & graphics | I | R | IU | IU | IU | IU | |||||
| Colors, textures | I | R | IU | IU | IU | IU | |||||
| Create slides/cards based upon storyboard or outline including title and citation slides/cards | I | R | IU | IU | IU | IU | |||||
| Import graphics and size to fit space | I | R | IU | IU | IU | IU | |||||
| Save show/stack as a complete presentation | I | R | IU | IU | IU | IU | |||||
| Present the completed presentation to the assigned audience | I | R | R | R | R | R | |||||
| Change the
sequence of slides/cards by inserting, deleting or moving a slide/card |
I | R | IU | IU | IU | IU | |||||
| Import and link special effects, i.e., sound, video, animation | I | R | R | R | IU | ||||||
| Create and customize slide transitions | I | R | R | R | IU | ||||||
| Format page layout for printing | I | R | IU | IU | |||||||
| Create links within the presentation | I | R | IU | IU | |||||||
| Create a hyperlink to another source, i.e., CD-ROM, Internet, another show/stack | I | R | IU | ||||||||
Ethics:I=Introduction R=Reintroduce IU=Independent User |
|||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The Student Will: | Follow the school's Acceptable Use Policy & Procedures | I | R | R | R | IU | IU | IU | IU | IU | |
| Use hardware, software & network appropriately | I | R | R | R | IU | IU | IU | IU | IU | ||
| Respect the privacy of all users | I | R | R | R | IU | IU | IU | IU | IU | ||
| Obey copyright laws | I | R | R | R | R | R | R | R | R | ||
| Use Internet responsibly & appropriately | I | R | R | R | R | ||||||
| Use E-mail responsibly & appropriately | I | R | R | R | R | ||||||
| Understand the
ethical, cultural, environmental & societal implications of technology and telecommunications |
I | R | R | R | R | ||||||
| Develop a sense of
stewardship & individual responsibility regarding use of technology, media & telecommunications networks |
I | R | R | R | R | ||||||
| Respect historical context | I | R | R | R | R | ||||||
| Email: | |||||||||||
| I=Introduction R=Reinforce IU= Independent User | |||||||||||
| The Student Will: | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | ||
| Explain the uses of email in everyday life | I | R | R | IU | IU | IU | IU | ||||
| Compose, read and send emails as a class or in small groups | I | I | R | IU | IU | IU | IU | ||||
| Compose, read and send emails as an individual | IU | R | IU | IU | |||||||
| Use appropriate email etiquette | I | I | R | R | IU | IU | IU | ||||
| Understand the use of email programs: software including tools, file management | I | R | R | IU | |||||||
Internet: Using legal and ethical standards students will use the Internet as a research and information tool |
|||||||||||
| I - Introduction R - Reinforce IU - Independent User | |||||||||||
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| The Student Will: | Literacy: | ||||||||||
| Use and understand Internet vocabulary | I | I | R | R | R | R | R | ||||
| Evaluate Web site information for accuracy and credibility | I | R | R | IU | IU | IU | |||||
| Application: | |||||||||||
| Navigate using scrolling, bookmarks, menu bar, links and URL | I | I | R | R | R | IU | IU | IU | |||
| Create and manage bookmarks | I | R | R | IU | IU | IU | |||||
| Navigate the Internet using search tools | I | R | R | IU | IU | IU | |||||
| Refine search techniques using Boolean logic (and, or, not) | I | R | R | IU | |||||||
| Use copy/paste, save as and download and upload files | I | R | R | ||||||||
| Interact with a web site | I | I | R | R | R | R | R | ||||
| Use the Internet as a curriculum research tool | I | I | R | R | R | R | R | ||||
| Extract and present pertinent information acquired from the Internet to support learning in various curricula areas | I | R | R | IU | IU | ||||||
| Use correct bibliographic form for citing references | I | R | IU | IU | |||||||
| Ethics: | |||||||||||
| Follow established Acceptable Use Policy | I | I | R | R | IU | IU | IU | IU | IU | ||
| Adhere to copyright laws and standards | I | R | R | IU | IU | IU | IU | ||||
| Use appropriate netiquette |