High School Technology Applications Michigan Standards

Technology Operations and Concepts

Digital Citizenship

Critical Thinking, Problem Solving, and Decision Making

Research and Information Fluency

Communication and Collaboration

Creativity and Innovation

identify various collaboration technologies and describe their use (e.g., desktop conferencing, listserv, blog, wiki)

use available technologies (e.g., desktop conferencing, e-mail, videoconferencing, instant messaging) to communicate with others on a class assignment or project

collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models)

plan and implement a collaborative project using telecommunications tools (e.g., ePals, discussion boards, online groups, interactive web sites, videoconferencing)

describe the potential risks and dangers associated with online communications

use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence)

apply advanced software features (e.g., built-in thesaurus, templates, styles) to redesign the appearance of word processing documents, spreadsheets, and presentations

create a web page (e.g., Dreamweaver, iGoogle, Kompozer)

use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, web sites, presentations, photo galleries)

use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning

analyze the capabilities and limitations of digital resources and evaluate their potential to address personal, social, lifelong learning, and career needs

devise a research question or hypothesis using information and communication technology resources, analyze the findings to make a decision based on the findings, and report the results

identify legal and ethical issues related to the use of information and communication technologies (e.g., properly selecting and citing resources)

discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society

discuss and demonstrate proper netiquette in online communications

identify ways that individuals can protect their technology systems from unethical or unscrupulous users

create appropriate citations for resources when presenting research findings

discuss and adhere to fair use policies and copyright guidelines

develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys)

identify, evaluate, and select appropriate online sources to answer content related questions

demonstrate the ability to use library and online databases for accessing information (e.g., MEL, Proquest, Infosource, United Streaming)

distinguish between fact, opinion, point of view, and inference

evaluate information found in selected online sources on the basis of accuracy and validity

evaluate resources for stereotyping, prejudice, and misrepresentation

understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources must always be researched

research examples of inappropriate use of technologies and participate in related classroom activities (e.g., debates, reports, mock trials, presentations)

complete at least one online credit, or non-credit, course or online learning experience

identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav, wmv, mp3, flv, avi, pdf)

understand and discuss how assistive technologies can benefit all individuals

demonstrate how to import/export text, graphics, or audio files

proofread and edit a document using an application's spelling and grammar checking functions

use an online tutorial and discuss the benefits and disadvantages of this method of learning

explore career opportunities, especially those related to science, technology, engineering, and mathematics and identify their related technology skill requirements

describe uses of various existing or emerging technology resources (e.g., podcasting, webcasting, videoconferencing, online file sharing, global positioning software)

identify an example of an assistive technology and describe its potential purpose and use

participate in a virtual environment as a strategy to build 21st century learning skills

assess and solve hardware and software problems by using online help or other user documentation

explain the differences between freeware, shareware, open source, and commercial software

participate in experiences associated with technology-related careers

Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

Build networks and customize their learning environments in ways that support the learning process.

Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use, and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

Engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.

Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Build knowledge by actively exploring realworld issues and problems, developing ideas and theories, and pursuing answers and solutions.

Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

Develop, test, and refine prototypes as part of a cyclical design process.

Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.

Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problemsolving and decision-making.

Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Create original works or responsibly repurpose or remix digital resources into new creations.

Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Publish or present content that customizes the message and medium for their intended audiences.

Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

Use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints.

Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Explore local and global issues and use collaborative technologies to work with others to investigate solutions.