Information+Technology+Class

** Information Technology Class **

** Competency Goals **

**F. Piggott, Teacher Librarian/SLMS**

** Competency Goal 1*: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies. **

· Practice safe, responsible, and ethical behavior in using technology resources and information. Identify, develop and apply criteria for evaluating and selecting appropriate internet information resources and formats. (Web Evaluation)

· Adhere to Fair Use and Multimedia Copyright Guidelines, citing sources of copyrighted materials in papers, projects, and multimedia presentations. (Technology Usage Policy, Plagiarism and Copyright)


 * Select and use appropriate technology tools to efficiently collect, analyze, and display data.

** Competency Goal 2*: The learner will demonstrate knowledge and skills in the use of computer and other technologies. **

· Practice and refine knowledge and skills in keyboarding/word processing/desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing classroom assignments and projects. Acquire basic computer literacy (How to save and open a file, how to use a word processing program, and how to send and receive email, send and open attachments, etc.)

· Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. ( Use of print reference materials, internet search engines, specialized data bases, etc.)

· Conduct effective searches using appropriate subject headings, keywords and note-taking strategies. (Boolean, non-Boolean searching techniques)

· Compile and construct bibliographic information in appropriate citation format. (MLA / APA style citations)

** Competency Goal 3*: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information. **


 * Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
 * Apply strategies acquired in the class to produce a clear, well-supported culminating presentation which uses a variety of media formats (print, web-based, graphic, video, etc.) to respond to a research question; persuade an audience; or support an opinion or idea. (Use of available software and creative commons applications – iWork, Powerpoint, Microsoft Word, Comic Life, iMovie, Voice thread, Tagxedo, etc.)

 **Information Literacy**
 * <span style="font-family: trebuchet ms,sans-serif;">By the end of the 9-12 Program:

A. Investigate information through independent discovery, peer collaboration, and inquiry learning; read a variety of literary material for academic need, personal interest and lifelong learning; and practice responsible usage and ethical behavior when using library media center materials. B. Determine and apply an evaluative process to all information sources chosen for a project. <span style="color: #000000; font-family: trebuchet ms,sans-serif; font-size: 14.6667px;">C. Apply a research process model to conduct research and meet information needs. || <span style="font-family: trebuchet ms,sans-serif;">By the end of the 9-12 Program: <span style="font-family: trebuchet ms,sans-serif;"> **Technology Literacy**

<span style="color: #000000; font-family: trebuchet ms,sans-serif; font-size: 14.6667px;">A. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources. <span style="color: #000000; font-family: trebuchet ms,sans-serif; font-size: 14.6667px;">B. Evaluate choices of electronic resources and determine their strengths and limitations. C. Utilize the Internet for research, classroom assignments and appropriate personal interests. ||


 * Middle School (6-8) AASL and Common Core Standards:**


 * **Common Core:**

CC6-8RS/TS1 Cite specific textual evidence to support analysis of science and technical texts. || **AASL:**

1.1.4 Find, evaluate, and select appropriate sources to answer questions. || 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. || 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary. 1.4.3 Monitor gathered information and assess for gaps or weaknesses. || 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. || 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. ||
 * CC6-8RS/TS2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. || 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
 * CC6-8RS/TS3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. || 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.
 * CC6-8RS/TS4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. ||  ||
 * CC6-8RS/TS5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. || 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
 * CC6-8RS/TS6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. || 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. || 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. ||
 * CC6-8RS/TS7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). || 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. ||
 * CC6-8RS/TS8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. || 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
 * CC6-8RS/TS9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. || 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * CC6-8RS/TS10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. ||