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The document, A Journey (1997), first introduced the general concept of integrating tech-nology into the curriculum at the elementary level in Prince Edward Island. As stated inthis earlier document, using information technology in the schools was considered new andlargely uncharted territory. We continue a journey into an interesting world of communica-tion and information tools for teaching and learning. Journey On Grades 1-3 (1999) pro-vided a framework and lesson plans for teachers at the primary level to integrate communi-cation and information technology in their classrooms. Journey On Grades 4-6 (September2000) and the document, Journey On Grades 7-9 (September 2000), continued with thesame framework and specific grade level lesson plans intended for teachers in elementaryand intermediate schools.
Journey On (2005), provides grade specific curriculum outcomes that have been assigned tocore curriculum subjects. This grade 1 document contains specific technology outcomes,instructional considerations, teaching suggestions - activities and assessment strategies,lesson plans, and links to other curriculum areas.
These documents will serve as a guide for teachers. Lesson plans suggest specific exercisesfor classroom use and will serve as a starting point from which teachers may develop andenhance their own ideas and competencies in the area of communication and informationtechnology (CIT).
Preface
Journey On - P.E.I. Department of Education, 2005i
ii
AcknowledgementsThe Department of Education, Technology In Learning, gratefully acknowledges thesuggestions, lesson plans, and other contributions made by Prince Edward Island studentsand educators. A special thank you is extended to the teachers who field tested the lessonplans and accompanying materials. This input was invaluable in making Journey On (2005)a useful teaching resource. The authors would also like to extend their appreciation tothose individuals who provided feedback and editorial comments during the developmentof this document.
The communication and information technology committees were instrumental in provid-ing input for the curriculum outcomes grades 1-12 framework on which Journey On(2005) is based. Past and present members of the committees are listed below:
Department of Education
Journey On - P.E.I. Department of Education, 2005
Tami Jo AuldAnne CampbellJason CampbellBethany DoironLianne GarlandRobert GaudetBob GrayMarg Gray
Laurie KingAnne IvesLori LaversDebbie MacLeanDr. Kevin MacLeodPam McIntosh-WhalenJoe MurphyTim Murphy
Linda Shaw-PackardMarg StewartJoanne StubbsSusan WestphalKevin WhitrowB. J. Willis
Eastern School District
Guy AlbertGordon BernardBruce BrineRobert BourgeoisGreg BungayPauline CoadyClayton Coe
Joan ConnellDon CraigJudy DavisPeter GrisebauerFrank HennesseyLinda LowtherDoug MacDougall
Percy MacGougan Kim McBurneyLana MacIsaacEdward MacLeanTed NabuursDanielle Plante-Bour-geoisJeanette ScottElizabeth Tumblin
Laura BrakeLaurie CallbeckRalph CarruthersNancy DesRosiersKent England
Mario FisetMarjorie HunterSally MacDonaldConnie McCabeDonald Mulligan
Sergine OuelletGordon RamsayMark RonahanKeith TompkinsKristin Trace
Western School Board
French School Board
Sylvain Gagné
University of Prince Edward Island
Dr. Martha Gabriel
IntroductionPurpose of Document..................................................................................................................Definitions: Technology, Technological Competence and Technological Literacy........
PhilosophyTechnology Integration ..................................................................................................................Advantages of Technology Integration.....................................................................................
ABC’s of CurriculumAn Outcome-based Curriculum: Essential Graduations Learnings, and Specific and General
Outcomes......................................................................Other Features of the Curriculum...............................................................................................Overview of APEF Outcomes in Core Curriculum Areas.................................................Effective Use of Communication and Information Technology within the
Curriculum.............................................................................................................................General Outcomes for Communication and Information Technology...........................Specific Outcomes for Communication and Information Technology...........................
How to Use this Document, Paper vs. On-line...................................................................................
Integration of Communication and Information Technology in Grades 1
Computer Systems ..........................................................................................................................Social, Ethical and Health ..............................................................................................................Internet ................................................................................................................................................Concept Maps ..................................................................................................................................Graphics .............................................................................................................................................Word Processing ..............................................................................................................................Multimedia ........................................................................................................................................Database ............................................................................................................................................Telecommunications .......................................................................................................................Web Authoring .................................................................................................................................
Lesson Plans ..................................................................................................................................................
Appendix ........................................................................................................................................................
Glossary ..........................................................................................................................................................
Contents
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Journey On - P.E.I. Department of Education, 2005iii
iv
VisionTechnology education for Atlantic Canada fosters the development of all learners astechnologically literate and capable citizens who can develop, implement, and communi-cate practical, innovative, and responsible technological solutions to problems.
Journey On - P.E.I. Department of Education, 2005
Foundation for the Atlantic Canada Technology Education Curriulum, APEF, Pg. 5
1Journey On - P.E.I. Department of Education, 2005
IntroductionPurpose of Document
Journey On is a practical working guide whichwill provide educators and administratorsat all levels, including schools, schoolboards/districts, and provincial depart-ments, with a reference point for integrat-ing communication and information tech-nologies (CIT) into the Prince Edward Is-land school curriculum.
Journey On will be the basis for future deci-sions pertaining to human and physical CITresources. These decisions will focus onpersonnel, professional development, in-structional techniques, course development,student and teacher access to technology,and hardware and software purchases.
It is recognized that many disciplines havetheir own specialized technologies and tech-nological processes. Students will have theopportunity to develop skills required to usethese specialized technologies within thecontext of courses such as Computer Sci-ence, Science, Career Exploration, VisualCommunication, Industrial Arts, and Home
Economics. CIT differs from other tech-nologies because of its vast and far reach-ing applications in all disciplines.
The purpose of Journey On is to focus onhow CIT can be used from grade 1-12 andacross all areas of the curriculum as partof a more global strategy that will con-tribute to the development of technologi-cally competent and literate individualsgraduating from our school system.
Journey On:
• provides strategies and concretesuggestions for effective integrationof communication and informationtechnologies into the Prince EdwardIsland curriculum in a way that en-hances learning
• identifies the communication andinformation technologies that we wishour students to use
• identifies the knowledge and skillsthat students need to develop to beconsidered technologically competentin communication and informationtechnologies
2 Journey On - P.E.I. Department of Education, 2005
Terminology
Technology
The broad definition of technology includesthe tools and processes we use to alter oursurroundings, perform a task, discover moreabout ourselves, and communicate. For thepurpose of this document technology refersto the tools used to access, gather, proc-ess, and share information. These commu-nication and information technologies(CIT) pertain to computers and their pe-ripherals such as scanners, printers, digitalcameras, projection devices, and video-conferencing equipment.
Technological Competence
The Atlantic Provinces Educational Foun-dation (APEF) defines technological com-petence as “the ability to use a variety oftechnologies, demonstrate an understand-ing of technological applications and ap-ply appropriate technologies for solvingproblems independently.” Individuals com-petent in information and communicationtechnologies have specialized knowledgeand skills that enable them to use technol-ogy to access, gather, process, and shareinformation.
Technological Literacy
Technological literacy encompasses techno-logical competence but refers to a higherlevel of understanding of technology. Indi-viduals literate in the area of CIT think criti-cally about information gained through theuse of technology, the application of spe-cific technologies, and the impact of tech-nology on individuals and society when for-mulating decisions, opinions and courses ofaction. These individuals apply problemsolving strategies and creative thinkingskills to independently learn how to use newtechnologies, or circumvent problems as-sociated with older technologies. CIT liter-ate individuals demonstrate confidence anda positive attitude as they adapt and usetechnologies for a beneficial purpose.
3Journey On - P.E.I. Department of Education, 2005
The use of technology in our educational system is based upon a number of underlyingbeliefs:
• as educators in Prince Edward Island we are committed to provide for the develop-ment of children so that each may take a meaningful place in society
• literacy extends beyond the traditional concept of the ability to read and write printmaterials to encompass media and information literacy
• technological competence is a requirement for literacy and lifelong learning in today’sworld
• students today require knowledge, skills and attitudes for dealing with the rapid paceof change and growth of our knowledge base
• technology, when used appropriately, enhances student-centred learning and theteacher’s role as a facilitator
Philosophy
4 Journey On - P.E.I. Department of Education, 2005
Technology Integration
Integrating communication and information technologies into the curriculum is a pre-ferred strategy for developing technologically literate learners. Integration occurs whenthe technology is used as a tool to achieve existing curricular learning outcomes withinthe context of a theme or subject. Technology skills are not acquired separately in anintegrated approach but in the context of learning activities intended to address variousoutcomes across the curriculum. Integration means that the use of technology as a teachingtool should not be limited to specialist teachers but applies to teachers in all curricularareas.
5Journey On - P.E.I. Department of Education, 2005
Integration of technology into the curriculum
• ensures that curriculum is the principle focus, rather than technology
• promotes the development of creative thinking, critical thinking, research, commu-nication, and problem solving skills
• provides access to rich resources and learning experiences that can extend far be-yond those offered in traditional classrooms
• motivates students to complete learning tasks and become more readily engaged intheir own learning
• supports current research which suggests that people learn in a holistic fashionrather than in a compartmentalized manner
• supports contemporary approaches to education such as cooperative learning,constructivism, resource-based learning and individualized learning
• provides teachers with an additional means to address multiple learning styles
• provides students with the opportunity throughout their school career to expand andreinforce their repertoire of technology skills
• enables the students to acquire a better understanding of how to use technology inmeaningful ways
• ensures that all students have the opportunity to develop technological competen-cies
• prepares students to select appropriate technologies to complete tasks
• provides teachers with an opportunity to model lifelong learning as students witnessteachers learning and using new skills for a purpose
Advantages of Technology Integration
6 Journey On - P.E.I. Department of Education, 2005
An Outcome-basedCurriculum
An outcome-based curriculum is a student-centred design which focuses on expecta-tions of the student as a result of learning.It ensures that each student is provided withthe time and assistance to meet his/her po-tential.
Essential GraduationLearnings (EGLs)
“The essential graduation learnings arestatements that describe the knowledge,skills, and attitudes expected of all studentswho graduate from high school.” (APEF/CAMET) These statements are the frame-work upon which curriculum for all sub-ject areas is based. The six Essential Gradu-ation Learnings include:
• Aesthetic Expression• Citizenship• Communication• Personal Development• Problem Solving• Technological Competence
ABCs of curriculumGeneral and SpecificCurriculum Outcomes
General curriculum outcomes are state-ments that describe what students are ex-pected to know in a curriculum area upongraduation. Specific outcomes are state-ments describing steps along the way toachieving general outcomes. Specific out-comes are expectations of a student by theend of each grade level and are used toguide the teacher in planning day to dayactivities. Students demonstrate the essen-tial graduation learnings through accom-plishing the outcomes.
A learning outcome is the resultof learning for the student,something that the student willknow, be able to do, or be like.
7Journey On - P.E.I. Department of Education, 2005
Other Features of theCurricula
In addition to the six essential graduationlearnings, there are a number of underlyingconcepts and strategies which are interwo-ven into the 1-12 curricula of PrinceEdward Island, and which influence meth-ods of delivery and instruction.
Cooperative Learning and Group Work
Small and large group work provide studentswith the opportunity to develop language(communication skills) and social skills.
Creative Thinking
“Creative thinking deals with combining el-ements of reality in novel ways to formu-late new perceptions, enriched concepts andnew understandings”(Nature of Thinking)
Critical Thinking
Critical thinking involves the analysis ofstatements or arguments and an evaluationof their worth or validity. Critical thinkingskills include identifying and validatingsources; determining what is being said, rel-evancy, and point of view or perspective;detecting bias; recognizing persuasive tech-niques; and drawing logical, well-supportedconclusions.
Resource-based learning
Resource-based learning is an educationalapproach that actively engages the studentsin carefully structured learning activitiesthat use a wide range of resources, and em-phasizes skills and strategies needed toachieve information literacy.
Learning Styles
The Theory of Multiple Intelligences sug-gests that all people learn differently, witheight identfied intelligences. It is essentialthat educators make students aware of theirlearning styles and teach using a variety ofmethods to provide students the opportu-nity to learn in a number of ways.
Diversity/Equity Education
Diversity education encourages the under-standing of diversity within our society andpromotes a commitment to equity by fos-tering an awareness and critical analysis ofindividual and systemic discrimination.
Essential Grad uationAesthetic Expression Citizenship
Personal Development
General Curri culum Outcomes
Mathematics
Number Concepts/Number and Relation-ship Operations• Students will demonstrate number sense and apply
number theory concepts• Students will demonstrate operation sense and apply
operation principles and procedures in both numericand algebraic situations
Patterns and Relationships• Students will explore, recognize, represent and apply
patterns and relationships, both informally andformally
Shape and Space• Students will demonstrate an understanding of and
apply concepts and skills associated with measurement• Students will demonstrate spatial sense and apply
geometric concepts, properties, and relationships
Data Management and Probability• Students will solve problems involving the collection,
display and analysis of data
• Students will represent and solve problemsinvolving uncertainty
Language Arts
Speaking and Listening
Students will be expected to• speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences• communicate information and ideas effectively and
clearly, and respond personally and critically• interact with sensitivity and respect, considering the
situation, audience, and purpose
Reading and Viewing
Students will be expected to• select, read, and view with understanding a range of
literature, information, media, and visual texts• interpret, select, and combine information using a
variety of strategies, resources, and technologies• respond personally to a range of texts• respond critically to a range of texts, applying their
understanding of language, form, and genre
Writing and Other Ways of Representing
Students will be expected to• use writing and other forms of representation to
explore, clarify, and reflect on their thoughts, feelings,experiences and learnings; and use their imaginations
• create texts collaboratively and independently, using avariety of forms for a range of audiences and purposes
• use a range of strategies to develop effective writing andmedia products and to enhance their clarity, precisionand effectiveness
Ot herHealth, Music, Physical Education and Visual Arts curriculum guides exist on Prince Edward Island.These guides contain general curriculum outcomes and specific curriculum outcomes.
8 Journey On - P.E.I. Department of Education, 2005
Science
Science, technology, society, and the environ-ment (STSE)• Students will develop an understanding of the nature
of science and technology, the relationships betweenscience and technology, and the social and environmen-tal contexts of science and technology
Skills• Students will develop the skills required for scientific
and technological inquiry, for solving problems, forcommunicating scientific ideas and results, for workingcollaboratively, and for making informed decisions
Knowledge• Students will construct knowledge and understanding
of concepts in life science, physical science, and Earthand space science, and apply these understandings tointerpret, integrate, and extend their knowledge
Attitudes• Students will be encouraged to develop attitudes that
support the responsible acquisition and application ofscientific and technological knowledge to the mutualbenefit of self, society, and the environment
Social Studies
Citizenship, Power, and Governance• Students will be expected to demonstrate an under-
standing of the rights and responsibilities of citizen-ship; and the origins, functions, and sources of power,authority, and governance
Culture and Diversity• Students will be expected to demonstrate an under-
standing of culture, diversity, and world view, recog-nizing the similarities and differences reflected invarious personal, cultural, racial, and ethnic perspectives
Individuals, Societies, and Economic Deci-sions
• Students will be expected to demonstrate the ability tomake responsible economic decisions as individualsand as members of society
Interdependence• Students will be expected to demonstrate an under-
standing of the interdependent relationship amongindividuals, societies, and the environment - locally,nationally, and globally, and the implications for asustainable future
People, Place, and Environment• Students will be expected to demonstrate an under-
standing of the interactions among people, places, andthe environment
Time, Continuity, and Change• Students will be expected to demonstrate an under-
standing of the past and how it affects the present andthe future
Essential Grad uationLearningsTechnological Competence
Communication Problem Solving
General Curri culum Outcomes
Ot herHealth, Music, Physical Education and Visual Arts curriculum guides exist on Prince Edward Island.These guides contain general curriculum outcomes and specific curriculum outcomes.
9Journey On - P.E.I. Department of Education, 2005
Mathematics
The Foundation for the Atlantic Canada Mathemat-ics Curriculum guide (1996) supports the recommen-dations of National Council of Teachers of Math-ematics (NCTM) curriculum standards to use tech-nology i) to enhance the teaching and learning of math-ematics and ii) to relate school mathematics to theworld in which students live through developing andinterpreting mathematical models. APEF suggests thattechnology has altered the nature of what mathemat-ics is important to learn and has made possible thedevelopment of new problems and innovative waysof investigating these problems. Specifically, it is rec-ommended that technology should be used to
• explore situations with complicated numberswhich previously would have been beyond theircapabilities
• quickly and easily explore individual or groups ofrelated computations or functions
• create and explore numeric and geometric situa-tions for the purpose of developing conjectures
• perform simulations of situations which wouldotherwise be impossible to examine
• easily link different representations of the sameinformation
• model situations mathematically• observe the effects of simple changes in
parameters or coefficients• analyze, organize, and display data
Language Arts
The Foundation for the Atlantic Canada English Lan-guage Arts Curriculum (1996) identifies technologicaladvances in our society as a contributing factor to therevision of the concept of literacy. Literacy now en-compasses print literacy, visual literacy, media literacy,and other literacies required to use technology in ourculture. This APEF foundation guide suggests thatstudents use a range of information retrieval, and in-formation processing technologies to meet their owninformation needs. Specific examples of student ex-periences should include
• using a word processor to develop a piece ofwriting
• constructing simple databases andspreadsheets to organize information
• exploring the applications of interactiveCD-ROM software
• using graphic communication software• producing a variety of desk top publishing
texts• using multimedia• using e-mail• using listservs and web browsers• using appropriate technologies to organize and
create complex information with multiple textualand graphic sources
• distinguishing sources which are central,reliable and relevant among the vastnumber of choices offered by technologies
Effective Use of Technology with in the Core Curriculum Areas
10
Adapted from APEF Foundation Guide forEnglish Language Arts Curriculum (1996)page 40
Adapted from APEF Foundation Guide forMathematics Curriculum (1996) page 39
Journey On - P.E.I. Department of Education, 2005
Social Studies
The Foundation for the Atlantic Canada Social Stud-ies (1998) recommends that technology have a majorrole in the teaching and learning of social studies but,that it enhance, not replace, essential social studies learn-ing. APEF recognizes that Communication and In-formation Technologies have become important toolsfor the acquisition, analysis, presentation, and com-munication of data in ways that allow students tobecome more active participants in research and learn-ing
• CD-ROMs and the Internet provide teachers andstudents with quicker and easier access to extensiveand current information. Students and teachersshould critically analyse such information to deter-mine its validity, accuracy, bias, and interpretation
• students are enabled to directly employ inquiry skillsby exposure to first hand information throughdirect e-mail conversations, student created Websites, and listservs. These modes of communica-tion provide connections to students and culturesfrom around the world.
• students can present their learnings to peers withintheir classroom and beyond in a wide variety offorms (graphics, maps, text, graphic organizers,Web sites, multimedia presentations, etc.) that fittheir learning styles.
• technology can provide opportunity for studentsto become more actively involved in their learningby allowing students control of information gath-ering, processing, and presentation.
Science
The Foundation for the Atlantic Canada Science Cur-riculum guide (1998) states that technology can be usedto facilitate the learning of science and recommendsthat technology should have a major role in the teach-ing and learning of science. APEF proposes the fol-lowing guidelines for the implementation of technolo-gies in the teaching and learning of science
• tutorial software should engage students in mean-ingful interactive dialogue and creatively employgraphs, sound, and simulations to promote ac-quisition of facts and skills, promote concept learn-ing and enhance understanding
• simulation software should provide opportuni-ties to explore concepts and models that are notreadily accessible in the laboratory ( e.g., those thatrequire hazardous materials, unavailable equipment,or more time than is possible in real-time class-room. )
• analog-digital interface technology should be usedto permit students to collect and analyse data asscientists do, and perform observations over longperiods of time, enabling experiments that other-wise would be impractical
• databases and spreadsheets should be used to fa-cilitate the analysis of data by organizing and visu-ally displaying information
• networking among students and teachers shouldbe encouraged to permit students to emulate theway scientists work and to reduce teacher isolation
• using tools such as the World Wide Web shouldbe encouraged as it provides instant access to anincredible wealth of information on any imagina-ble topic
11
Adapted from APEF Foundation Guide for Sci-ence Curriculum (1998) page 44
Adapted from APEF Foundation Guide forSocial Studies(1998) page 40
Journey On - P.E.I. Department of Education, 2005
in the Core Curriculum Areas
12 Journey On - P.E.I. Department of Education, 2005
Technology Curriculum OutcomesGENERAL TECHNOLOGY OUTCOMES(as per APEF Technology Foundation Document)
GTO A- Technology Problem SolvingStudents will be expected to design, develop, evaluate, and articulate technological solutions.
GTO B- Technology SystemsStudents will be expected to operate and manage technological systems.
GTO C- History and Evolution of TechnologyStudents will be expected to demonstrate an understanding of the history and evolution of technol-ogy and of its social and cultural implications.
GTO D- Technology and CareersStudents will be expected to demonstrate and understanding of current and evolving careers and ofthe influence of technology on the nature of work.
GTO E- Technological ResponsibilityStudents will be expected to demonstrate an understanding of the consequences of their techno-logical choices.
13Journey On - P.E.I. Department of Education, 2005
AreasComputer Systems - In general, a complete, working computer. The computer system in-cludes not only the computer, but also any software, networking, and peripheral devices thatare necessary to make the computer function. Every computer system, for example, requiresan operating system such as Windows.
Social, Ethical and Health - General user guidelines for the responsible use of technology .
Internet - A global network connecting millions of computers. This network carries variousinformation and services such as email, online chat, video, audio, web sites and other docu-ments of the World Wide Web.
Concept Maps - Visual representations of relationships between ideas. Methods for group-ing and organizing information. Visual learning allows new concepts to be more thoroughlyand easily understood.
Graphics - Refers to display and manipulation of images (text, pictures and drawings)
Spreadsheets - A table of values (text, numeric, dates) or information arranged in rows andcolumns. Spreadsheets allow the computation of data with formulas and the creation ofcharts and graphs.
Word Processing - Using a computer to create, edit, and print documents. A word processorenables you to create a document, store it electronically, display it on a screen, modify it byentering commands and characters from the keyboard, and print it.
Multimedia -The use of computers to create and present several different media such as text,graphics, video, animation, and sound in an integrated way.
Database - A collection of data organized in such a way that a computer program can quicklyselect desired pieces of information from a search request. You can think of a database as anelectronic filing system.
Telecommunications - Refers to all types of data transmission, from voice to video using avariety of media such as copper cable, fibre optics, satellites, wireless technology, etc.
Web Authoring - The act of developing a web site. Software is available that will generatethe required HTML coding for the layout of the particular Web page.
Each skill area of the outcome continuum is identified by grade level and progress as follows:
Awareness - the student is exposed to the technology as it is being used by others.Guided - the student begins to use the technology with the help of others.Independent - the student uses the technology without assistance.
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chni
ques
(ie:
hom
e ro
w, q
uick
key
stro
kes,
pro
per r
each
es)
C2.
1ex
amin
e cu
rrent
Can
adia
n la
w g
over
ning
the
use
of te
chno
logy
D2.
1de
term
ine
the
tech
nolo
gica
l req
uire
men
ts fo
r spe
cific
car
eer g
oals
E2.
1re
spec
t equ
ipm
ent a
nd o
ther
stu
dent
’s w
ork
E2.
2w
ork
co-o
pera
tivel
y at
wor
k st
atio
n
E2.
3ad
here
to a
ccep
tabl
e us
e ag
reem
ent f
or w
ork
stat
ion/
netw
ork/
Inte
rnet
E2.
4us
e el
ectro
nic
com
mun
icat
ion
etiq
uette
E2.
5ad
here
to ru
les
of fr
eew
are,
sha
rew
are
and
com
mer
cial
war
e
E2.
6ad
here
to c
opyr
ight
and
priv
acy
law
s, g
ive
cred
it to
sou
rces
of i
nfor
mat
ion
(MLA
, AP
A)
E2.
7id
entif
y et
hica
l iss
ues
invo
lved
with
Inte
rnet
con
tent
, aw
aren
ess
of in
appr
opria
te u
se o
f tec
hnol
ogy
E2.
8de
mon
stra
te c
autio
n be
fore
sen
ding
per
sona
l inf
orm
atio
n ov
er th
e in
tern
et
E2.
9fo
llow
pub
lishi
ng e
tique
tte (s
uita
ble
lang
uage
, no
disc
rimin
atio
n, e
tc.).
Adh
ere
to th
e gu
idel
ines
for
scho
ol w
eb p
ages
as
outli
ned
by P
EI D
epar
tmen
t of E
duca
tion.
Jour
ney
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515
Inte
rnet
Awar
enes
sG
uide
d In
stru
ctio
nIn
depe
nden
t
Stud
ents
will
be e
xpec
ted
to:
12
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A3.
1de
mon
stra
te a
war
enes
s of
the
Inte
rnet
as
a so
urce
of i
nfor
mat
ion
A3.
2us
e va
rious
tool
s (s
earc
h en
gine
s an
d di
rect
orie
s) a
nd s
trate
gies
nec
essa
ry to
car
ry o
ut re
sear
ch
A3.
3ob
tain
/dow
nloa
d m
ater
ial (
text
, gra
phic
s, fi
les)
from
Inte
rnet
B3.
1U
se th
e va
rious
bro
wse
r nav
igat
ion
tool
s (b
ack,
forw
ard,
his
tory
)
B3.
2m
anag
e bo
okm
arks
/favo
rites
B3.
3di
stin
guis
h am
ong
vario
us fi
le fo
rmat
s (fi
le e
xten
sion
s), r
equi
red
plug
ins,
file
com
pres
sion
/dec
ompr
essi
on u
tiliti
es
C3.
1di
scus
s w
ays
in w
hich
the
Inte
rnet
is e
volv
ing
E3.
1cr
itica
lly e
valu
ate
info
rmat
ion
and
its s
ourc
e ba
sed
on p
re-d
eter
min
ed c
riter
ia
Jour
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Con
cept
Map
sAw
aren
ess
Gui
ded
Inst
ruct
ion
Inde
pend
ent
Stud
ents
will
be e
xpec
ted
to:
12
34
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91 0
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A4.
1us
e br
ains
torm
ing
tech
niqu
es to
gen
erat
e id
eas
A4.
2cr
eate
a w
eb(i.
e.: l
itera
ry, c
once
pt, c
hara
cter
, wor
d, V
enn
Dia
gram
s, a
nd ti
mel
ines
)
A4.
3ca
tego
rize
idea
s gr
aphi
cally
A4.
4cr
eate
link
s be
twee
n id
eas,
re-li
nk o
r de
lete
link
s be
twee
n id
eas
A4.
5el
abor
ate
on i
deas
(i.e
. add
ing
note
s, a
nnot
atio
ns, e
tc.)
B4.
1ad
d fo
nts,
gra
phic
s, s
ound
, and
col
ours
to e
nhan
ce id
eas
B4.
2cr
eate
hyp
erlin
ks to
file
s, w
eb s
ites,
or m
ultim
edia
con
tent
Jour
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Gra
phic
sA
war
enes
sG
uide
d In
stru
ctio
nIn
depe
nden
t
Stud
ents
will
be e
xpec
ted
to:
12
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A5.
1cr
eate
illu
stra
tions
or g
raph
ics
by u
sing
the
vario
us d
raw
ing
tool
s
A5.
2ap
ply
prin
cipl
es o
f des
ign
B5.
1de
mon
stra
te v
ario
us o
bjec
t ed
iting
feat
ures
(ie.
sel
ect,
unse
lect
, res
ize,
cro
p, a
rea
fill,
add
colo
uran
d pa
ttern
, siz
e ad
just
men
t usi
ng th
e m
ouse
or s
cale
, var
ious
era
sing
tech
niqu
es, o
bjec
tor
ient
atio
n, c
hang
ing
font
and
text
siz
e, c
olou
r or a
ppea
ranc
e, c
reat
ing
text
blo
cks,
cha
nge
text
wra
p se
lect
ion
and
othe
r tex
t man
ipul
atio
n fu
nctio
ns)
B5.
2ca
rry
out v
ario
us o
bjec
t man
ipul
atio
ns (i
e. o
bjec
t alig
nmen
t, cr
eatio
n of
gra
phic
s in
laye
rs,
grou
ping
/un-
grou
ping
com
pone
nts
of a
n im
age)
B5.
3us
e ot
her g
raph
ic c
reat
ion
tool
s (i.
e. c
lone
bru
sh, c
olou
r rep
lace
men
ts, e
ffect
s an
d fil
ters
,he
xide
cim
al (R
GB
and
CM
YK
col
our v
alue
s)
B5.
4co
nver
t var
ious
gra
phic
form
ats
betw
een
vect
or (
ie: .
png,
.psp
, .cd
r) a
nd b
itmap
imag
es (i
e: .w
mf,
.tif,
.bm
p, .g
if, jp
eg, .
jpg)
, im
port
a gr
aphi
c fil
e fro
m a
noth
er s
ourc
e
Jour
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Spre
adsh
eets
Awar
enes
sG
uide
d In
stru
ctio
nIn
depe
nden
t
Stud
ents
will
be e
xpec
ted
to:
12
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A6.
1pl
an /
desi
gn a
spr
eads
heet
to o
rgan
ize
and
tabu
late
dat
a fro
m v
ario
us s
ourc
es (t
o m
ake
asc
hedu
le, t
ally
/sco
re s
heet
, sol
ve a
mat
hem
atic
al w
ord
prob
lem
)
A6.
2co
rrec
t err
ors,
mod
ify o
r del
ete
data
in a
cel
l
A6.
3de
sign
ow
n fo
rmul
as in
corp
orat
ing
func
tions
{if S
UM
(B1.
.D1)
>0, @
SU
M(B
1..D
1), 0
} and
abs
olut
e /
rela
tive
cell
refe
renc
es
A6.
4us
e di
ffere
nt ty
pes
of g
raph
s / c
harts
(lin
e, p
ie, b
ar) t
o vi
sual
ly re
pres
ent d
ata;
labe
l gra
phco
mpo
nent
s (le
gend
, titl
e, x
-y a
xis,
col
our,
fill p
atte
rn)
B6.
1id
entif
y sp
read
shee
t com
pone
nts
and
term
inol
ogy
(row
s an
d co
lum
ns, c
ell a
ddre
sses
, dat
a en
tryba
r)
B6.
2id
entif
y di
ffere
nt ty
pes
of c
ell d
ata
(text
, num
eric
, fun
ctio
n, d
ate)
B6.
3en
ter d
ata
into
sim
ple
pree
xist
ing
spre
adsh
eets
, aut
o fil
l dat
a, d
ata
entry
bar
, sor
t dat
a
B6.
4ed
it sp
read
shee
t lay
out (
inse
rt an
d de
lete
row
s or
col
umns
, sel
ect a
rang
e of
cel
ls, a
lter c
olum
nw
idth
s an
d ro
w h
eigh
ts, l
ocki
ng ro
w a
nd c
olum
n he
adin
gs, l
ock
and
unlo
ck c
ell(s
), fix
ed ti
tles
)
B6.
5en
ter f
orm
ulas
to p
erfo
rm c
alcu
latio
ns a
cros
s co
lum
ns, r
ows,
cel
ls, m
ove/
copy
dat
a or
form
ulas
fro
m o
ne a
rea
of s
prea
dshe
et to
ano
ther
B6.
6fo
rmat
num
bers
(dec
imal
pla
ces,
cur
renc
y, e
tc.),
form
at te
xt (f
ont,
colo
ur, s
ize)
B6.
7cr
eate
link
s [b
etw
een
note
book
s (ta
bs o
r she
ets)
, ext
erna
l file
s, g
raph
s, c
harts
, web
site
]
Jour
ney
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519
Wor
d Pr
oces
sing
Awar
enes
sG
uide
d In
stru
ctio
nIn
depe
nden
t
Stud
ents
will
be e
xpec
ted
to:
12
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A7.
1cr
eate
and
edi
t dat
a fil
es a
nd fo
rm d
ocum
ents
to p
erfo
rm a
mer
ge
A7.
2id
entif
y ex
ampl
es o
f de
skto
p pu
blis
hing
(i.e
. new
spap
er, c
atal
ogue
, ads
, bro
chur
e)
B7.
1us
e a
grad
e le
vel a
ppro
pria
te w
ordp
roce
ssor
to c
reat
e an
d ed
it w
ritte
n w
ork
B7.
2lo
cate
cha
ract
ers
on a
key
boar
d an
d id
entif
y fu
nctio
ns o
f wor
d pr
oces
sing
(ie.
cur
sor,
inse
rtion
poin
t, en
ter k
ey, s
pace
bar
, upp
er c
ase,
bac
kspa
ce, s
hortc
ut k
ey)
B7.
3us
e ed
iting
tool
s to
revi
se w
ork
(i.e.
spe
ll ch
eck,
thes
auru
s, fi
nd a
nd re
plac
e)
B7.
4ch
ange
font
, siz
e, c
olou
r, st
yle
(ie. b
old,
ital
ics,
und
erlin
e, in
sert
spec
ial c
hara
cter
s, d
rop
capi
tals
)
B7.
5fo
rmat
text
(ie.
just
ifica
tion,
line
spa
cing
, out
lines
and
bul
lets
, tex
t wra
p)
B7.
6fo
rmat
doc
umen
ts (i
e. u
sing
mar
gins
, tab
rule
rs, i
nden
ts, p
age
cent
er, b
orde
r, w
ater
mar
k)
B7.
7in
sert
a gr
aphi
c an
d m
anip
ulat
e, (i
e. re
size
, add
bor
ders
and
fill,
cre
ate
text
art)
B7.
8in
sert
and
form
at ta
bles
and
text
box
es (i
e. li
nes,
fill,
col
umns
, row
s, b
orde
rs, a
lignm
ent)
B7.
9fo
rmat
mul
ti-pa
ge d
ocum
ents
with
hea
ders
, foo
ters
, pag
e nu
mbe
rs, p
age
brea
ks a
nd k
eep
text
toge
ther
func
tion,
cha
nge
page
orie
ntat
ion/
size
(ie
. tex
t pre
sent
atio
n fe
atur
es)
B7.
10in
sert
auto
mat
ed fe
atur
es (i
e. d
ate
and
file
stam
p)
Jour
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Mul
timed
iaAw
aren
ess
Gui
ded
Inst
ruct
ion
Inde
pend
ent
Stud
ents
are
exp
ecte
d to
:1
23
45
67
89
1 01 1
1 2
A8.
1ap
ply
plan
ning
stra
tegi
es, (
stor
yboa
rds,
scr
ipts
, gra
phic
org
aniz
ing,
bra
inst
orm
ing)
A8.
2cr
eate
an
age/
grad
e ap
prop
riate
slid
e sh
ow p
rese
ntat
ion
that
may
con
tain
one
or m
ore
of th
efo
llow
ing
obje
cts
(text
, gra
phic
s, im
ages
, ani
mat
ions
, aud
io a
nd v
ideo
)
A8.
3de
scrib
e si
tuat
ions
whe
re s
tream
ing
vide
o an
d au
dio
is a
ppro
pria
te
A8.
4cr
eate
gra
phic
s, a
udio
and
vid
eo s
peci
al e
ffect
s (a
nim
atio
n, v
irtua
l rea
lity,
pan
oram
a)
A8.
5se
lect
app
ropr
iate
med
ium
to c
onve
y a
mes
sage
(be
cons
ciou
s of
file
siz
e, fo
rmat
s an
d st
orag
elo
catio
n)
B8.
1na
viga
te m
ultim
edia
reso
urce
s su
ch a
s sl
ide
show
s, o
nlin
e re
sour
ces
or C
D ro
m in
tera
ctiv
eed
ucat
iona
l act
iviti
es
B8.
2us
e m
ultim
edia
cre
atio
n an
d ed
iting
tool
s (s
cree
n ca
ptur
es, s
cann
er, s
ound
reco
rdin
g, d
igita
l im
age
editi
ng s
oftw
are:
stil
l and
vid
eo)
B8.
3co
nver
t file
form
ats
for a
par
ticul
ar a
pplic
atio
n (.j
pg, g
if, .b
mp,
mp3
, wav
, avi
, mpe
g, m
ov, e
tc.)
B8.
4us
e pr
oper
tool
s an
d pr
oced
ures
to e
nhan
ce p
rodu
ct q
ualit
y. (M
icro
phon
es, l
ight
ing,
cam
era
mov
emen
t, in
stru
men
tatio
n, t
elep
rom
pter
s, a
ssig
n va
rious
resp
onsi
bilit
ies
to a
pro
duct
ion
team
.)
Jour
ney
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521
Dat
abas
eA
war
enes
sG
uide
d In
stru
ctio
nIn
depe
nden
t
Stud
ents
will
be e
xpec
ted
to:
12
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A9.
1us
e an
exi
stin
g da
taba
se (C
D R
OM
, Mic
roca
t, D
ynex
, Int
erne
t sea
rch
engi
ne) t
o fin
d in
form
atio
n(s
ign
up fo
r Pro
vinc
ial L
ibra
ry C
ard
- Abb
ycat
)
A9.
2pe
rform
sea
rche
s on
a d
atab
ase
file
usin
g lo
gica
l and
Boo
lean
ope
rato
rs (u
nder
stan
ds c
omm
ands
,sc
ope,
filte
rs, a
nd c
ondi
tions
)
A9.
3de
sign
/pla
n a
data
base
to u
se a
s a
met
hod
of o
rgan
izin
g in
form
atio
n
A9.
4cr
eate
and
mod
ify a
form
(add
gra
phic
s, a
nd e
rror c
heck
ing
rout
ines
)
A9.
5us
e da
taba
ses
to a
naly
ze d
ata
and
look
for t
rend
s
B9.
1en
ter d
ata
into
a p
re-e
xist
ing
data
base
, edi
t dat
a, a
nd u
se a
utom
ated
text
B9.
2cr
eate
fiel
ds a
nd w
ith v
aria
ble
field
type
s (n
umer
ic, t
ext,
date
) and
pro
perti
es (c
olor
, wid
th, f
ont,
etc.
)
B9.
3re
stru
ctur
e da
taba
se (a
dd /
dele
te fi
elds
, cha
nge
field
wid
th)
B9.
4so
rt re
cord
s al
phab
etic
ally
, num
eric
ally
and
by
mul
tiple
fiel
ds
B9.
5cr
eate
a re
port
from
the
entir
e da
taba
se o
r sel
ecte
d re
cord
s
B9.
6cr
eate
a re
port
with
aut
omat
ed s
umm
arie
s an
d ca
lcul
atio
ns (u
nder
stan
d lo
gic,
dat
e an
d su
mm
ary
field
type
s)
B9.
7br
ing
data
base
info
rmat
ion
into
a w
ord
proc
essi
ng e
nviro
nmen
t ie:
(Mai
l Mer
ges)
B9.
8di
stin
guis
h be
twee
n th
e tw
o ge
nera
l typ
es o
f dat
abas
e m
anag
emen
t sys
tem
s (fl
at a
nd re
latio
nal)
E9.
1ex
amin
e fu
nctio
ns a
nd im
plic
atio
ns o
f dat
abas
e dr
iven
web
site
s (ie
: onl
ine
purc
hasi
ng, s
earc
hing
,an
d pa
ssw
ord
secu
red
site
s)
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ney
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t of E
duca
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- P.E
.I. D
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25Journey On - P.E.I. Department of Education, 2005
How to Use this DocumentPaper Document
The first section of the document includesbackground material, definitions, philoso-phy, advantages of technology integration,an overview of the APEF curriculum, andgrade 1-12 general outcomes for informa-tion and communication technologies.
The remainder of the document addressesthe level and defines specific knowledge andCIT skills expected of students as they worktoward technology competency. Practicalconsiderations are given for incorporatingCIT into the curriculum and accompanyinglesson plans. The information is presentedin a two-page layout as outlined on the fol-lowing pages.
On-line Document
An on-line version of this document willbe developed. Having a document on-linehas a number of advantages. It enablesteachers to easily cross-reference mate-rial in the document with on-line helpmanuals and curriculum documents. Itcan encourage a greater level of collabo-ration among all educational partners. Anon-line document can be easily revisedand updated without having to copy andredistribute. It is our intent to revise,modify, and add new materials in the fu-ture only to the on-line version of JourneyOn.
26 Journey On - P.E.I. Department of Education, 2005
Four major sections are found on these pages as you go from left to right: 1) specificCIT outcomes, 2) instructional considerations, 3) teaching suggestions or names ofgrade specific lesson plans, and 4) links to curriculum outcomes. The applicabletechnology curriculum outcome area is found in a box at the top of each page alongwith the grade level.
TechnologyCurriculumOutcome Area
GradeLevel
SpecificCITOutcomes
InstructionalConsiderations
TeachingSuggestions,ActivitiesandAssessment
Links toCurriculumOutcomes
Two Page-Layout
27Journey On - P.E.I. Department of Education, 2005
A5.1letter designation ofgeneraltechnology outcome
refers to fifth area for this gradelevel under technology generaloutcome A
indicates first skill insubdivision
Specific Outcomes• are steps towards accomplishing
the general technology outcomesand lettered as subdivisions ofGTOs
Instructional Considerations• useful information for teachers
on terminology and/or purposeand background of specifictechnologies
Links to Curriculum Outcomes• letters and numbers representing
curriculum outcomes as defined inother APEF (CAMET) documents
Teaching Suggestions, Activitiesand Assessment• readiness considerations• may be suggestions for activities
or name of lesson plan
Two Page-Layoutin Detail
Students will be expected to:
28
Computer Systems
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
B1.1 login, open and close a pro-gram, open, save and close a file withmouse (Awareness)
B1.1 Students must be able to recognize capital letters and numbers in orderto be able to login. There is a login and network password for grade 1students. Students need to recognize left and right to operate a mouseand must have opportunity to practice these fine motor skills.
The peer helping system encourages collaboration and cooperativelearning. This exposes the younger students to the concept of commu-nicating with technology and gives the older students an opportunity toreinforce their skills.
B1.13 identify computer viruses,how they are transmitted and howanti-virus software is used to protector clean a computer(Awareness)
B1.13 Programs designed to damage the data on a computer or disrupt itsuse fall into one of the following categories:
Virus: a program that spreads from computer to computer by attachingitself to an executable file. When this file is activated the virus suppliesinstructions to the computer. These instructions can range from a merenuisance (eg. a message on your monitor) to the very destructive (eg.erasing the hard drive).
Worm: a program that is written in segments and spawns copies ofitself in the computer’s memory until eventually it causes a crash.
Trojan horse: a program disguised as a game or useful application butwhen executed destroys information on the computer, or gives assess orcontrol of the computer to another.
Care must be exercised when installing files or opening e-mail. The bestmethods for prevention are: (a) to only accept programs from reliablesources and (b) to install a reputable virus checker on the system whichscans all imported data files, diskettes and CDs for possible viruses.
B1.14 identify spam, popup ads,spyware and other invasive softwarecoding ( Awareness)
B1.14 Spyware is coding that transmits information to external parties about ausers’ browsing habits. Spyware and popup screens may also takecontrol of the users browser and automatically redirect the user to anunwanted website.
29
Computer Systems
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activitiesand Assessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
100-12,100-13,102-2, 101-6,103-4, 202-2,202-4, 202-7
C4, E3 Visual Arts1.1.2, 1.6.2,1.7.2B1.1 With assistance students will be able
to enter their login and password toaccess the school network. Schools aremaking extensive use of peer helping.A student from a higher gradebecomes a mentor for a student in alower grade. Early on the mentorcould assist the grade 1 student withlogging in, opening files, saving filesand closing programs.
Technology Lesson Plans:
Tinkering with Technology
Patterning with Shapes
B1.13 Ensure that files transferred fromhome are virus checked. School emailattachments are automatically scannedfor viruses. Precautions must betaken at home when using privateemail services such as Yahoo orHotmail which may not scan attachedfiles. Private email services must notbe accessed in school.
B1.14 Preview web sites that will be visitedand avoid those that enable popupwindows and advertisements.
Discuss the topic of respect withregards to Internet material. Stu-dents must be made aware ofsituations when they should askadults for help. (i.e.: a student isautomatically redirected whenbrowsing or a popup windowappears)
(Emergent)1.1, 1.2, 1.3,2.1, 2.3, 8.2,9.1(Early)9.2
F1, F3
Students will be expected to:
30
Computer Systems
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
C1.1 identify technologies that arefound in everyday life (Awareness)
C1.1 Technology is human innovation in action that involves the generation ofknowledge and process to develop systems that solve problems and ex-tend human capabilities - technology is how humans modify the worldaround them to meet their needs and wants or to solve practical problems(ITEA, 2000)
Technology is constantly evolving and will continue to impact upon thelives of our students as they continue through life. The speed at whichchange occurs, dictates the necessity for helping individuals to begin todevelop strategies for managing and utilizing technology appropriatelyand to suit their own purpose. During grade 1, teachers can begin todevelop an awareness in students of how technology impacts upon ourlives and how it can be used as a tool to solve many problems.
31
Computer Systems
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activitiesand Assessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
C1.1 Students in the primary grades willbegin to develop an awareness oftechnologies that are used in theirhome, school, and community.When using a specific technology, thepurpose, appropriate use andetiquette surrounding technologymust be reviewed by the teacher.Safety issues relating to electric shock,use of power bars, tripping onwires, etc. must be discussed.Students should be given theopportunity to discuss and expresstheir opinions regarding these issues.
Technology issues can be discussedwithin the context of severalcurricular themes.
Students will be expected to:
32
Social, Ethical and Health
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
A2.1 identify aspects of an ergonomicworkstation (Awareness)
B2.1 demonstrate proper touchkeyboading techniques (Awareness)
E2.1 respect equipment and otherstudent’s work (Awareness)
A2.1 Ergonomics or the relationship between people and their work is ascience with a growing body of evidence. Applying ergonomics byadjusting your chair, work surface, monitor, keyboard, mouse, lightingand modifying your work habits with lifting techniques all havereduced the risk of injury at our workplaces. Furthermore, it increasesproductivity. (Occupational Health and Safety Manual, Draft 2004)
Teaching young children to position themselves properly at thecomputer and using good posture is essential to prevent the futuredevelopment of serious injury.
To prevent eye strain, encourage students to look away from the screenevery few minutes to rest their eyes. Stretching and shaking their hands atregular intervals are also good habits.
B2.1 Emergent writers will become familiar with the keyboard through use ofthe keyboard and familiarity can be taught ... keyboarding skills forindependent writers should be sufficient for them to keep up with theirline of thought. (pg. 240 English Language Arts Curriculum, GradesEntry -3)
E2.1 Work together to maintain a safe learning environment. Attention tocomputer work station arrangement will decrease the likelihood ofelectrical or physical mishap.
33
Social, Ethical and Health
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activitiesand Assessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
Technology Lesson Plan: E-mail Buddies
In My Own Words (Emergent)7.1, 9.1,10.1, 10.4(Early)4.2, 10.1,10.4
B2.1 Use Ultimate Writing and CreativityCenter as an entry level word processor.See Instructions in the “In My OwnWords” lesson plan.
E2.1 Ensure that wires are properly con-nected and secured. Encouragestudents to report any workstationabnormalities. Discuss classroom rulesfor behavior.
Health
Refer topersonalsafety/abusepreventionsupplementto the FamilyLife Educa-tion curricu-lum guide,grade 1 and 2
(Emergent)2.1, 2.3, 5.1,8.1, 8.2,(Early)10.4
A2.1 Introduce aspects of an ergonomicworkstation (see appendix) Modelproper posture and position at thekeyboard. Many online resources existfor ergonomics. An example would bethe following from Cornell UniversityDepartment of Ergonomics (http://ergo.human.cornell.edu/CUEHinfo.html).
Assess posture and technique.
Students will be expected to:
34
Social, Ethical and Health
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
E2.2 work co-operatively at workstation (Awareness)
E2.3 adhere to acceptable useagreement for work station/network/ Internet (Awareness)
E2.8 demonstrate caution beforesending personal information overthe Internet (Awareness)
E2.2 Working cooperatively includes: listening to others, sharing ideas, takingturns keyboarding, asking questions, and participating in discussion.
E2.3 Ensure that parents have signed the Acceptable Use Agreement. Addi-tional permission must be obtained from parents to publish any studentwork, pictures or names on the Internet. See PEI Department ofEducation website guidelines (http://www.edu.pe.ca/journeyon/tech_support_pages/GuidelinesforSchoolWebPages.html)
E2.8 Never give out personal information (personal details, phone number,address, picture, etc.) Personal information may include details aboutyourself, family and friends. If a student happens to open an objection-able site, s/he should immediately click on the “back button” to takehim/her out of the site. S/he must immediately contact the adult incharge.
35
Social, Ethical and Health
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activitiesand Assessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
E2.2 Suggestions for engaging students inthe classroom can be found in thesection “The One Computer Class-room” on the Journey On site (http://www.edu.pe.ca/journeyon/pro_d_pages/OneComputerClassroom.htm)
E2.3 Discuss the contents of the AcceptableUse Policy.
E2.8 Discuss the topic of personal privacy.Students must be made aware ofsituations when they should ask adultsfor help. Refer to Journey On web site“Recommended Guidelines for SchoolWebpages” (http://www.edu.pe.ca/journeyon/tech_support_pages/GuidelinesforSchoolWebPages.html)
Students will be expected to:
36
Internet
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
A3.1 demonstrate awareness of theInternet as a source of information(Awareness)
A3.2 use various tools (searchengines and directories) and strategiesnecessary to carry out research(Awareness)
E3.1 discuss issues concerningcopyright material on the Internet(Awareness)
A3.1 During the entry-12 grades, students within the school system must notuse the Internet without teacher supervision. Most of the work bystudents at the grade 1 level will involve working with preselectedwebsites. Teachers should take the opportunity when using the Internetin class to begin to discuss appropriateness with their students.
There is a wealth of Web sites on the Internet that provide the opportu-nity to learn about the values, customs and beliefs of their own and othercultures.
A3.2 Students should be able to understand that the browser enables the userto send and receive information to and from the Internet. Students atGrade 1 level should practice using the following buttons in the browser:back/forward, home, refresh, and stop.
Use a search engine designed for children such as Yahooligans(www.yahooligans.com).
E3.1 Copyright laws now apply to software as well as print. When youpurchase a software program, you are purchasing a single licence. Thisentitles you to load that particular piece of software on one computer.Installing it on more than one computer is considered computer piracy. Itis possible to buy site licences which allow multiple computers to run thesame program at one time.
37
Internet
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activities andAssessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
Technology Lesson Plan:
Comparing Living Things (Emergent)1.1, 1.2, 10.3
100-8, 201-1,203-4
A3.1 Demonstrate various multimediaresources from the Internet regardinganimals i.e. animal sounds, pictures, atthe zoo, in their natural habitat,endangered species, etc.
A3.2 Use a search engine. Key searchableterms such as “north american bears”.Narrow the search by adding otherterms such as “brown”, “black”, or“grizzly”.
E3.1 Discuss the idea that graphics postedon the Internet might belong tosomeone. Laws exist to protectowners of this material called “copy-right”. Before acquiring a picture fromthe internet, check for permission touse it. (In many instances, terms ofuse are stated on the web site)
Students will be expected to:
38
Concept Maps
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
A4.3 categorized ideas graphically(Awareness)
A4.4 create links between ideas,relink or delete links between ideas(Awareness)
A4.5 elaborate on ideas (Awareness)
A4.3 Concept mapping encourages students and teachers to be creative. Theyare able to work together to create concept maps, story boards, cause andeffect diagrams, and outlines.
A4.4 Graphical software allows easy manipulation of linked ideas. Simply clickon a link and drag it to a new location.
A4.5 Further explaination on an idea may be provided by adding notes. Thesemay be clues, activities or questions relating to clarification of ideas.
39
Concept Maps
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activities andAssessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
A4.3 Inspiration 7.5 is available for use onevery school machine. The licensingagreement also allows teachers toinstall this software on their homecomputer. Copies of this programhave been provided to school librar-ians.
A4.4 Record ideas generated during brain-storming sessions without organizing.Later, ideas can be easily categorized ordeleted as required.
A4.5 Following the brainstorming sessionfurther information can be added tothe ideas by using the note feature.
Technology Lesson Plan:
Living Things (Emergent)1.1, 1.2, 10.3
100-8, 200-1, 203-4
Visual Arts1.4.3, 1.2.1
Students will be expected to:
40
Graphics
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
A5.1 create illustrations or graphics byusing the various drawing tools(Awareness)
B5.1 demonstrate various objectediting features (Awareness)
A5.1 Graphics programs provide the user with onscreen tools and palettes thatcan be used to design and create illustrations or graphics. Graphicsprograms can be used as an alternative learning strategy to explore andexperiment with geometric shapes and relationships. The computerprovides a highly interactive environment for the learner in which precisegeometric shapes can be created.
B5.1 Geometric shapes can be altered with respect to their size, orientation,colour, and position. Graphics programs are useful for helping studentsdevelop eye-hand coordination and aspects of spatial sense such as visualdiscrimination, perceptual constancy, and recognition of reflectivesymmetry (slides and flips).
Object editing features may include select, unselect, resize, crop, area fill,add colour and pattern, size adjustment using the mouse or scale, variouserasing techniques, object orientation, changing font and text size, colouror appearance, creating text blocks, change text wrap selection and othertext manipulation functions.
41
Graphics
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activities andAssessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
(Emergent)9.1, 10.4
E1, E3, E5,E7, E10
Technology Lesson Plan:
Puzzles 1
Patterning With Shapes
Illustrating Stories
Shapes Make Pictures
A5.1 Teachers may wish to create a collectionof activity files that may be openedand used at a learning station byindividual or small groups of stu-dents. Example files are available withthe “Puzzles” and “Patterning WithShapes” online lesson plans(http:www.edu.pe.ca/journeyon/).
B5.1 Shapes can be sorted and classifiedaccording to various attributes.Patterns with 2D and 3D shapes maybe created with varying attributes (size,colour, line thickness, etc.). Shaperecognition can be reinforced byselecting or creating shapes.
C4, E3
E3, E5, E10
Visual Arts1.1.2, 1.2.1,1.2.3, 1.3.2,1.6.2, 1.7.2(relates tolesson plansprovided)
Students will be expected to:
42
Word Processing
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
A7.2 identify examples of desktoppublishing (Awareness)
B7.1 use a grade level appropriate wordprocessor to create and edit writtenwork (Awareness)
B7.2 locate characters on a keyboardand identify functions of wordprocessing (Awareness)
A7.2 Use concrete examples of computer generated media such as magazines,brochures, catalogues, newspapers to demonstrate how technology isused to create written and illustrated text.
B7.1 Students can be introduced to using word processing to develop effectivewriting. As students develop new skills in writing, they can be introducedto new keys and functions. Once students become familiar with thevarious components of the writing process, cut and paste functions canbe introduced.
B7.2 Emergent writers will become familiar with the keyboard through use. Itis simply necessary that writers be able to key their ideas at a pace similar tocomposing with pencil and paper. Keyboarding skills for independentwriters should be sufficient for them to keep up with their line ofthought. (APEF English Language Arts Curriculum Document forGrades Entry-3, page 240 ).
Encourage students to use proper posturing and healthy ergonomichabits (see Social, Ethical and Health section of this guide)
43
Word Processing
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activities andAssessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
(Emergent)9.1, 10.1,10.4
Technology Lesson Plan:
In My Own Words
A7.2 Provide or create an examplar. Publishwritten work by printing a hard copy.
B7.1 Begin to use a simple word processorsuch as Appleworks or UltimateWriting Creativity Centre.
B7.2 Use the characters of the keyboard andthe simple function keys such as thespace bar and enter key. Change thestyle of the characters, words, lines,paragraphs, and pages of the writtenwork. These changes are termedformatting and enhance the presenta-tion of student writing.
Students will be expected to:
44
Multimedia
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
B8.1 navigate multimedia resourcessuch as slide shows, online resourcesor CD-ROM interactive educational ac-tivities (Awareness)
B8.1 Multimedia components such as CD-ROM/DVD, slideshows, and onlineresources often motivate the young learner to explore and discover newinformation, and therefore encourages self-directed learning. Thesecomponents also address the issue of multiple intelligences by providinginformation as visual (static and moving images)and auditory. In terms oftechnology skills these programs are useful in encouraging the develop-ment of motor skills such as those required when using the mouse. Moreimportantly, these components can be used to enhance the developmentof many information processing skills required for retrieving computerizedinformation.
45
Multimedia
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activities andAssessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
Technology Lesson Plan:
Comparing Living Things
B8.1 Electronic CD-ROM encylopedias maybe available resources in schools. Web-based slide shows and educationalwebsites are also available for use.
(Emergent)1.1, 1.2,10.3
100-8, 200-1, 203-4
Students will be expected to:
46
Database
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
A9.1 use an existing database to findinformation (Awareness)
B9.1 enter data into a pre-existing da-tabase, edit data, use automated text(Awareness)
A9.1 Databases can help students to develop organizational and problemsolving skills by engaging them in tasks that involve organizing andsorting information from research to test hypotheses, retrieving informa-tion, discovering relationships and commonalities, and predicting trends.
B9.1 Compare non-computer databases to electronic databases. Convey tostudents that computers are advantageous because of the speed and easewith which information can be organized, stored, searched and retrieved.
47
Database
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activities andAssessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
D3, F1, F4 100-9, 100-10, 100-13,202-4
Technology Lesson Plan:
Stuffed Toys
A9.1 Submit queries in a pre-existingdatabase such as a search engine orlibrary book database.
B9.1 Enter new information into a pre-existing database. This informationmay result from their own researchactivity.
Students will be expected to:
48
Telecommunications
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
B10.1 open a message (Awareness)
B10.2 send a message (Awareness)
B10.1 Each student on Prince Edward Island is provided with an e-mailaccount. As with regular mail, e-mail requires an address. The addressbegins with a username followed by an @ symbol and the domainname. It is important to write the full e-mail address without any spaces.
An older student can help a younger student login to their accournt,access e-mail software and then read the message that was sent.
B10.2 The language skills of grade one students may not be sufficiently devel-oped to independently send an e-mail message, however, with assistance asimple message may be sent.
49
Telecommunications
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activitiesand Assessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
Technology Lesson Plan:
E-mail Buddies
B10.1 Grade one students are sent andemail message by an older student.The older student assists the gradeone student to access, read, reply orcompose a message.
B10.2 Alternatively, send each student agreeting prior to class. Demonstratehow to open, reply, or compose amessage.
Ensure that all students send andreceive a message.
(Emergent)2.1, 2.3, 5.1,8.1, 8.2(Early)10.4
Health
Refer topersonalsafety/abusepreventionsupplementto the FamilyLife Educa-tion curricu-lum guide,grade 1 and 2
Students will be expected to:
50
Web Authoring
Instructional Considerations
Grade 1
Journey On - P.E.I. Department of Education, 2005
A11.1 identify web page creation pos-sibilities (Awareness)
A11.1 Many opportunities exist within the grade one curriculum for publishingclass activities. This may be a method of celebrating the completion of atheme or unit. It provides a means for parents to see their child’s workor activities.
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Web Authoring
LanguageArts
Math Science Other
Links to Specific Curriculum OutcomesTeaching Suggestions, Activitiesand Assessment
Grade1
Journey On - P.E.I. Department of Education, 2005
SocialStudies
(Emergent)9.1, 10.4
Visual Arts1.1.1, 1.1.2,1.1.3, 1.2.2,1.2.3
Technology Lesson Plan:
Illustrating Stories
A11.1 Use a web page editor to create atemplate to display student creations.Content may include text, scanneddrawings or graphics.
Grade1
52 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Outcomes Activity
Students can use computer graphics to illustrate stories, poems, journal entriesand reports. Any graphics program can be used for this exercise; Color Magic,AppleWorks, or Windows Paint Brush. Ultimate Writing Creativity Center isalso a very useful program which allows the students to add graphics to theirstories. Graphic programs are a great way to assist students in developing hand-eye co-ordination and enhance mouse skills. Young children quickly learn byexploration to use the different graphic tools and adapt very readily to expressingthemselves using this medium.
• art materials• graphics software• Ultimate Writing Creativity Center
Illustrating Stories
Resources
Instructions1. There are several ways to approach this activity. Students can have the story
prepared first and then illustrate it, or they can create a drawing and then writea story based on the drawing (see sample at end of exercise). You may wish tofit the written work and illustration into a theme that you are currentlyexploring in your class.
2. Let students explore the medium. If using a program such as Color Magic,limit the amount of clip art (stamps) used and encourage as much freehanddrawing as possible. Students may need to be reminded that pictures arecreated with shapes and briefly (2- 5 minutes) shown how to create differentshapes, erase an object or page, and add color to an object. Having a volunteerin your classroom, pairing novices with more experienced users, or havingstudent computer mentors may help you with this aspect, especially if youhave a one-computer classroom.
3. Students can save their work if they haven’t completed it by the end of theirallotted time, and come back to it at a later date. When they have completedtheir work, have each student print out a hard copy.
4. Once printed, students can write the final version of their stories below thedrawing if there is sufficient room or on an attached page.
5. Students may wish to add color to their illustration using crayons and mark-ers.
6. Post the students combined electronic/paper efforts for all to see!
7. Teachers may also wish to publish the students work on their school webpage. Using a WYSIWYG editing program, or by scanning the work, studentsare able to publish to the Web.
Language Arts: (Emergent) 9.4,10.4
Visual Arts 1.1.1, 1.1.2, 1.1.3, 1.2.2,1.2.3
Technology: A5.1, B5.1
53Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan:Instructions
Sample of a grade 1 student’s work:
Suggestions:
• if students are already familiarwith basic graphic computerskills, encourage them to tryflipping, rotating and rearrangingobjects to give the best finaleffect
• you may wish to have eachstudent print their work uponcompletion. However, this canbe time consuming withgraphics, especially if you runinto printer difficulties. It may beeasier to have a printing sessionat a later date when everyone hascompleted their illustrations, orsimply print out the filesyourself.
Illustrating Stories
Grade1
54 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Outcomes Activity
Tinkering With Technology
Within the Language Arts Reflexions’ theme, Tinkering with Technology,students learn about how things work and are made; past and present inven-tions; and inventors. After reading the expository texts that accompany thistheme, students brainstorm about the nature of technology, inventions andinventors. Students consider technologies that we use at home and in the schooland use their imagination to create a technology that would help them toaccomplish a task of their choosing. The new inventions can be shared withothers in the form of artwork created with a graphics program or by traditionalmeans.
• Samuel Todd’s Book of Great Inventions• Who Uses this?• How a House is Built?• How is a Crayon Made?• Mighty Dump Trucks• art materials• graphics software such as AppleWorks
Resources
Background
Technology is constantly evolving and will continue to impact upon the lives ofour students as they continue through life. The speed at which change occursdictates the necessity for helping individuals to begin to develop strategies formanaging and utilizing technology appropriately and to suit their own purpose.During grade 1, teachers can begin to develop an awareness in students of howtechnology impacts upon our lives and how it can be used as a tool to solve manyproblems.
The Reflexions theme looks at technology in a broad way rather than focus oncommunication and information technologies. Technology can be defined as allof the tools and processes we develop to solve “problems arising from humanadaptation to the environment (Common Framework of Science LearningOutcomes - Pan Canadian, 1997)”. This broad definition allows for the inclusionof a wide range of tools such as thermometers, X-ray machines, microwaves,electric tools, trucks, and velcro. It also allows for the inclusion of communicationand information technologies such as the computer and its peripheral devices(digital cameras, printers, scanners), FAXs, photocopy machines, telephones,answering machines, televisions, and VCRs. While working on this theme,teachers should look for opportunities to include these technologies.
Technology: B1.1
Science: 100-12, 100-13, 101-6,102-2, 103-4, 202-4, 202-7
Language Arts: (Emergent)1.1, 1.2, 1.3, 2.1, 2.3, 8.2, 9.1(Early) 9.2
Math: F1, F3
55Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan:
Throughout the grade I section of the APEF Science Curriculum document it isexpected that students work towards developing “an understanding of thenature of science and technology, of the relationship between science andtechnology, and of the social and environmental contexts of science andtechnology”. The technologies considered within the grade 1 curriculum areassociated with the three areas of study for this grade level, Materials, Objectsand our Senses, Needs and Characteristics of Living Things and Daily andSeasonal Changes. The science outcomes provided with the lesson plan are takenfrom each of these three areas.
Background (continued)
Instructions1. After students have read the books that accompany Tinkering with Technol-
ogy, brainstorm with the class to determine some of the technologies that arein our everyday lives. You may wish to have students bring in simple technol-ogy items from home or collect an assortment of items that can be found inthe school. Have the students identify the purpose, and compare and contrastas many aspects of the suggested technologies as possible. For example, howmany technologies help us communicate, keep clean, prepare our food, etc.?Which of the items have buttons, motors, digital screens, plugs, plastic parts,fasteners? With the items that you have in the classroom encourage studentsto use their senses to examine the different parts of the techno- logicaldevice/object.
Inspiration 7.5 can be used to assist the class in displaying the gatheredinformation (see example below). Students can also create pictographs andcharts to show common features of types of technologies (many items aremade of plastic, have buttons, switches, digital displays, etc.).
Tinkering With Technology
Grade1
56 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Instructions (continued)
Engage the class in a discussion that will lead students to conclude that alltechnologies have a purpose: technology should make a task easier or moreefficient. Students may suggest that these tools do somethings.
2. In the next part of the discussion ask the students about some of the tasksthat they are expected to do. Do they use any technologies themselves? Manystudents of this age would have had the opportunity to use telephones,VCRs, televisions, vacuum cleaners, computers, and possibly microwaves andphotocopy machines as well as many of the technologies covered in thereading material. Ask the class to give the steps on how to use some of theseitems. Write these on a chart for all to see. For example, the directions for avacuum cleaner might be:
i. Plug cord into wall. (Discuss that electrical wires are in thewall and discuss safety around electrical outlets. Also refer toHow a House is Built)
ii. Turn switch on.iii. Move hose back and forth over floor/dirt.
3. Have the students create artwork showing an imaginative technology that theywould invent to help them to do any task (including communicating). Theyshould name their invention. Once the artwork is complete, have each studentexplain their invention and its purpose to the class or write a set of verysimple directions on how it is to be used.
• Have a students write a descrip-tion of their invention insteadof creating artwork
• Students can create a tool out ofrecycled materials taking intoconsideration the type ofmaterial and the purpose of theobject being developed
• Make a class visit to the photo-copier or FAX machine. Arrangeto send and receive a FAX froman outside individual. Make aclass visit to the photocopier orFAX machine. Arrange to sendand receive a FAX from anoutside individual.
• Practice using email and send amessage to other classmates.
Tinkering With Technology
Suggestions
57Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan:
Schools are making extensive use of the buddy system where a student from ahigher grade becomes a mentor for a student in a lower grade. In this activity, astudent from one of the higher grades sends a message or story to a student ingrade 1. Once the message has been sent by e-mail, the older buddy assists theyounger student with retrieving the e-mail and reading the message. A goodactivity that encourages collaboration and co-operative learning, this exerciseexposes the younger students to the concept of communicating with technologyand gives the older students time to reinforce their skills.
E-mail Buddies
Activity
Resources• E-mail access
Instructions
1. The message sent by the older buddy could take many forms. It can be amessage about a personal experience, a short story which the older studenthas written, or discussion about a book that they have read together.
2. The older student can help the younger student login to their account, accessthe e-mail software and then read the message that was sent to youngerstudent.
3. If desired, the younger student, with the help of the buddy, could formulateand send a reply.
Outcomes
Technology: A2.1, B2.1, E2.1,E2.2, E2.3, E2.8
Language Arts: (Emergent) 2.1,2.3, 5.1, 8.1, 8.2 (Early) 10.4
Health: Refer to personal safety/abuse prevention supplement tothe Family Life Educationcurriculum guide, grade 1 and 2
Grade1
58 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Outcomes Activity
Students are challenged to construct a picture or shape using the set of on-screengeometric shapes that are contained in a graphics file. On screen puzzles such asthese provide the learner with the opportunity to explore geometric shapes andrelationships. They also encourage the development of problem solving skillsand spatial reasoning.
• AppleWorks Drawing software• Appleworks files:
Puzzles 1
Resources
G1draw1.cwkG1draw2.cwkG1puzz1.cwkG1puzz2.cwkG1puzzle3.cwk
Graphics programs provide an ideal environment for exploring and experiment-ing with geometric shapes and relationships. They can be used to help studentsdevelop eye- hand coordination (mouse skills) and aspects of spatial sense.Graphics programs are particularly well suited for activities that involve:
• problem solving (puzzles) and the concept of multiple solutions• reinforcement of shape recognition• investigating and predicting the results of combining and subdividing shapes
Instructions
1. Open the activity of choice and use the SAVE AS command (under FILE) tosave the file with a different name. This is to prevent over-writing the templatefile. (Teachers can have students download these files from the online site orteachers can download the files and then send all the files to students.)
2. Some of these files require that the student creates his/her own shapes.However, most of these files involve the student moving the geometric shapeinto place. In some activities the shape must first be duplicated. To do this,click on the shape to select it. You will see little handles on the corner of theshape when it is selected. Next hold down the CTRL key and, while holding itdown, tap the D key once. This will make a duplicate of the shape. Tapping theD more than once will make extra copies. As an alternative to using theCTRL/D combination, select the shape, click on EDIT and then click onDuplicate.
Technology: A5.1, B5.1
Math: E1, E3, E5, E7, E10
59Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan:3. Once the puzzle is completed the student can save it or print it to include it in
his/ her math folder.Suggestions
• Have students create their ownpuzzles for another individualto solve. Helpful Hints
• The most important thing to remember is to make an extra copy of anyactivity file AND have students use the SAVE AS command as soon as theyopen the file.
• If a puzzle piece becomes distorted as a result of resizing, close the file andrestart. If you have been saving every few minutes you will not have lost toomuch work, and the puzzle piece will be back to the correct size for you tocontinue.
• Have students work in pairs to encourage collaborative learning.
Puzzles 1
Grade1
60 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:
1. Brainstorm as a class responses to the question “What is a living thing?” (Youmay find using Inspiration software and an LCD helpful, or more traditionalmeans such as chart paper, word cards, or pictures from picture files.)
2. Sort and categorize with the students their responses.
3. Create graphic representations of students understandings of what a livingthing is, such as through the following activity options:
a) Living Things QuiltUse Ultimate Writing and Creativity Center or AppleWorks to create graphicsof living things in coloring book format (black and white). Print off the pagesand have students colour their pictures. Display in a quilt format.
b) Class BookUse Ultimate Writing and Creativity Center or AppleWorks to create text andgraphics in response to the statement ‘If I could be an animal(plant), I wouldbe _____________ because ... “. Prepare a class book of the printed creationsto share with parents/other classes.
• Use picture cards of a varietyof objects to have studentscreate two piles - one for livingand one for non-living. Makeanecdotal notes of yourobservations.
Living Things
Resources
Basic steps for Ultimate Writing and Creativity Center:http://www.edu.pe.ca/journeyon/pro_d_pages/UWCC_basics/index.htmAppleWorks Information:http://www.edu.pe.ca/journeyon/pro_d_pages/appleworks.htmInspiration 7.5 Information:http://www.edu.pe.ca/journeyon/pro_d_pages/Using_Inspiration/inspiration7.htm
ActivityOutcomes
Suggestions
Technology: A4.3, A4.4, A4.5
Science: 100-8, 200-1, 203-4
Language Arts: (Emergent) 1.1,1.2, 10.3
Visual Arts: 1.2.1, 1.4.3
Lesson plan created by: MicheleCarragher, Heather Cudmore,Shelley Lamphier-Flood, SarahGrace Schurman and ElizabethTumblin.
61Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan:
Comparison Chart
1. Discuss how living things are the same and how they are different.
2. Explore specific websites in small groups to find out information aboutspecific plants/animals.
3. Record the information found in a comparison chart using words andpictures. [Columns could include how the chosen living thing is the same as,or different from the student, using categories to compare the looks, size,movement, and means of breathing.]
4. Have students share what they learned with the class.
Comparing Living Things
ActivityOutcomes
Resources• Sample learning log• Island School Website Themes found at:
http://www.edu.pe.ca/journeyon/resources_pages/websites/WebSitesbyTheme.htm
• Internet Search Engines
Technology: B8.1
Science: 100-8, 200-1, 203-4
Language Arts: (Emergent) 1.1,1.2, 10.3
ReflectionHave students draw a picture of one thing they learned from their research, andone thing they learned from someone else’s research. They may wish to usewords as well.
Sample learning log:
Living ThingsLearning Log Name : __________ Something I learned myself... Something I learned from someone else ...
Lesson plan created by: MicheleCarragher, Heather Cudmore,Shelley Lamphier-Flood, SarahGrace Schurman and ElizabethTumblin.
Grade1
62 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Outcomes Activity
Graphics programs provide an ideal environment for exploring and experiment-ing with geometric patterns and relationships. In Shapes ‘n Patterns, studentswork alone or in pairs to create and extend pattern sequences with geometricshapes. Different activities which are based on the same concepts are suggestedfor grades 1-3. A number of math and art outcomes are addressed for thesegrade levels. This type of activity involves collaborative learning, problemsolving, creative thinking and encourages the development of hand-eye coordi-nation.
• AppleWorks Drawing• Appleworks Files:
Technology: A5.1, B5.1
Math: C4, E3
Visual Arts: 1.1.2, 1.6.2, 1.7.2
Patterning With Shapes
InstructionsPreparation - Involve the class in a discussion about patterns. Have the stu-dents look about the class and point out patterns that they see on books,clothing, wallpaper, curtains, etc. Discuss with the class the fact that patterns canbe created by repeated elements such as lines, colours, shapes, etc. Even numberscan be used to create patterns.
In the computer lab - Any graphics program can be used for this exercise.However, AppleWorks Drawing allows the beginning user the greatest easewhen editing, moving and deleting objects that they have created. AppleWorks isrequired if you wish to use the files listed in the Materials section.
Duplicating objects - In most cases, students will be creating patterns usingshapes that they have drawn. Once a shape is created it can be duplicated asfollows: Select the shape by clicking on it. If the shape is composed of morethan one object hold the SHIFT key down to select all the components. You willsee little handles on the corners of the objects when they are selected. In thefollowing example, 3 objects are selected to make one component of the repeatpattern used (see bottom of this page).
Resources
G1patt1.cwkG1patt2.cwk
63Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan: Patterning With Shapes
Instructions (continued)
Next hold down the CTRL key, and, while holding the key down, tap the D keyonce. This will make a duplicate of the shape in a similar fashion to using arubber stamp. Tapping the D more than once will make extra copies. As analternative to using the CTRL/ D combination, select the shape, click on EDITand then click on Duplicate.
There are a number of ways to approach the next activity.
Students should first work with completing simple patterns such as those thatare started in the files G1patt1.cwk and G1patt2.cwk. Students should use theSAVE AS command as soon as they open the file, and save the file under adifferent name. Use the DUPLICATE command to continue the pattern.
Students can also create their own patterns by focusing on any attributes:number of sides, orientation, shape, colour, size, etc. Encourage students tomake patterns that are not always linear and some that fill the page. Students can work in pairs with one partner completing a pattern that the otherpartner started. For this level, encourage students to look at the characteristics ofthe pattern. How are two patterns similar and how do they differ? Patterns maybe classified as repeating patterns:
Suggestions• SAVE frequently.
• If you were unhappy with thelast step you made, immediatelybefore doing ANYTHING else,click on EDIT and UNDO.
• You can use the ZOOM featureto enlarge your view on thescreen if you are working withfine detail.
Grade1
64 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Outcomes Activity
A graphics program is both a tool and a medium for the developing artist.Within the graphics environment, students can explore and experiment withrelationships and properties of geometric shapes. As students engage in usinggraphics programs they are learning how to think creatively and problem solve.In this introductory lesson, students use the on-screen tools to create artworkwith basic geometric shapes.
• Graphics program such as AppleWorks Drawing• Adventures in Art 1
Technology: A5.1, B5.1
Math: E3, E5, E10
Visual Arts: 1.1.4, 1.2.1, 1.2.2
Shapes Make Pictures
Resources
BackgroundThe Mouse - While the mouse can vary, the basic variety has a left and rightbutton, and a little movable ball on the underside. The mouse is used foropening, closing, moving and resizing windows. In graphics programs it is alsoused to manipulate objects about the screen. In word processing applications it isused to select text and move the cursor about the document. The mouse hasthree operations:
1) Clicking - to move the cursor or select an object, the left mouse button isclicked once. The right button is only used in some programs for special func-tions. However, the settings for these two buttons can be switched to makeclicking easier for the left-handed user.
2) Double-clicking - clicking the left mouse button quickly twice in successionwithout moving the mouse in between clicks.
3) Dragging - click the left mouse button and hold it down while moving themouse pointer across the screen. This allows for text to be selected and selectedobjects to be moved.
InstructionsPreparation - Ask students to name some of the shapes that they know. Ask thestudents to look around the class and identify shapes in objects in their class-room. What shape is the most common? Have them look at artworks such asthat by Takeo Yamaguchi on page 15 of Adventures in Art and identify theshapes that they see.
In the computer lab - Any graphics program can be used for this exercise,however AppleWorks Drawing allows the beginning user the greatest ease whenediting, moving and deleting objects that they have drawn. For simplicity sake,only brief reminders of features that students need to know to complete thisexercise are mentioned here.
65Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan:
Introduce students to the tool bar. Clicking on the tools enables you to makeshapes.
Instructions (continued)
If the mouse pointer looks like an arrow you can delete or move the shape thatyou have drawn. Put the pointer on your object and click to select it. An object isselected if the little square handles can be seen around the object.
Once the object is selected, tap the DELETE key to remove the object from thescreen. Point to the object and click and hold the left mouse button. Whileholding the button down, move the mouse. The object will also move on thescreen. If you place the tip of the mouse pointer exactly on the handles, andthen click and hold, you can stretch or shrink your object as you move themouse.
The fill tools are located below the tool panel. They allow you to add colourinside your object. The object must be selected in order to colour it. Once anobject is selected click the colour palette and then the colour of your choice.
Young children quickly learn the necessary skills to create a picture. The introduc-tion of the program tools can be brief with more time given for creation andexploration.
Have students create an artwork using the shapes they discussed earlier. Houses,rocket ships, trees, faces, cars, etc. are easiest for beginners.
• First time users may havedifficulty co-ordinating thepointer movement on the screenwith moving the mouse. Toassist them, have them keep theirwrist straight and use theshoulder more when moving themouse until they get the feel ofit.
Suggestion
Shapes Make Pictures
Grade1
66 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Outcomes Activity
Activities which encourage collecting, organizing and sorting data, as well as therecognition of trends, help develop the fundamental skills that will be used withdatabases. For primary students, off-line activities (i.e. those which do notinvolve using a computer) are used to introduce database concepts. In thisactivity, students collect and record information about their stuffed animals. Theclass then works to organize the information in various ways to answer bothstudent and teacher directed questions.
• Index cards containing fields names• AppleWorks: Database• Stuffed toys
Technology: B9.1
Math: D3, F1, F4
Science: 100-9, 100-10, 100-13, 202-4
Stuffed Toys
Resources
BackgroundDatabases can help students to develop organizational and problem solving skillsby engaging them in tasks that involve:
• organizing and sorting information to test hypotheses and retrieve information• discovering relationships and commonalities• predicting trends
Terminology - All of the information stored in a database is stored as a file suchas a card catalogue. Information within a database is grouped into records. Theinformation for each book represents one record. Within a record the specific datais divided into fields. The fields in our analogy of a card catalogue are Title ofBook, Author, and Date. Every record in a database has the same fields. The datawithin a field, differs from record to record. For example, in one record the datemay be 1998, while in another it could be 2005.
67Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan: Stuffed Toys
Sugggestions1. Collecting and recording information - Each student brings his/her
favourite stuffed toy to class and is provided with an index card or photocop-ied sheet containing the field names (e.g. Type, Colour, Length and Name).
Adapt the type of information to be collected to match the students™ skills(If the students are not familiar with how to measure length for example,choose other characteristics such as weight (heavy vs. light) and texture (soft,fuzzy, smooth). If you include the type of material that the toy is made outof, this activity will fit into the unit Objects are Made from Materials in theAPEF Science curriculum.
2. The students fill in the information on their cards as the teacher fills in asample on the overhead projector or on the blackboard.
3. Once completed, the teacher can collect the cards to make the databasecomplete. At this point the teacher could use the collected cards to explain thatthe field name is a place to store one bit of data (colour, length, type etc.) andseveral different field names make a record. A collection of records with thesame field names is a database file. A database file can be stored on paper oron a computer. Students, with teacher assistance, can add their information toa teacher-created database.
4. Sorting data - Students sort their cards on the floor in rows according tocommon characteristics. For example all the teddy bears go in one row, whileall the rabbits go in another. Try sorting in a variety of different ways.
5. Analysing data and looking for trends - Have the students analyse the data byprompting the students with questions and having the students sort thecards appropriately to find out the answer. “How many are made withsmooth material, fuzzy material?” “How many stuffed toys are brown?”“What is the longest stuffed toy?” “How many stuffed toy names start withthe letter M?” More complex questions can also be asked. For example, “Howmany stuffed toys are pink and are rabbits?”
Ask the students what are some other patterns or trends that they notice. Forexample, what is the most common stuffed toy? What is the most popularcolour of Teddy bear?
Instructions• If the reading level of your
students is below that requiredto read very much writteninformation, have the studentsuse pictures (or stickers) in placesome of the written text infields. They can also use markersto fill in information in theColour field.
• Instead of sorting on the floor,the teacher can use a bulletinboard and have differentstudents play the role of helperwhen moving informationabout.
• Instead of sorting stuffed toyssort students according the haircolour, sex, birth month, pets,what they are wearing, etc.Students can even wear two orthree appropriate labels.
Grade1
68 Journey On - P.E.I. Department of Education, 2005
Lesson Plan:Outcomes Activity
This exercise is designed for teachers to use at the beginning of the first schoolyear. Emergent writers can create sentences using a word processor instead of apencil and paper. In this exercise students write 1-2 sentences using the corewords of the week. As with paper media, students use inventive or temporaryspelling to complete the writing exercise. Initially a 20 minute session on thecomputer is usually ample time for this age group.
A word processor:• Appleworks• Word Perfect• Ultimate Writing Creativity CenterEnglish Language Arts, Entry - 3, Curriculum Guide
Technology: B7.1, B7.2
Language Arts: (Emergent) 9.1,10.1, 10.4
In My Own Words
Resources
InstructionsAs the first exposure to word processing, the amount of material that thestudents types in is unimportant. Depending on the writing level of the stu-dents, they can:
• create a part of an alphabet typing upper and lower case letters• enter core words or groups of words focused on a topic such as colours• type in phrases or attempt short sentences
1. Students may wish to make use of the Ultimate Writing Creativity Center.
2. Have students type in the first core word.
3. Use the ENTER key to move to the next line.
4. Type a sentence using the core word.
The BACKSPACE, SPACE BAR and ARROW keys should also be demon-strated to students. Remind them that only one space is placed between words.
Depending on the speed of the students, have them complete a second coreword or insert a picture.
5. To save, Click on FILE and then SAVE AS.This should default to the students“G” Drive.Type in a file name.
6. Click on FILE and select EXIT THE PROGRAM when finished. Select YES atthe prompt “Are you sure you wish to leave the program?”.
7. If so desired, students can print work out and illustrate it.
69Journey On - P.E.I. Department of Education, 2005
Grade1
Lesson Plan: In My Own Words
Examplar
• Introduce the keys used in this exercise to the students before the students goto the computer. This may be accomplished by using an LCD projector. Ifthis device is unavailable, display a diagram of the keyboard on paper, or onthe blackboard to show the position of the keys.
• Have the students work in pairs. A good combination is a novice computeruser with a student that has had some experience with computers. Assignone student the responsibility of “Key Master” the student who uses themouse and keyboard. The Key Master’s partner can help find the keys andpoint to them but should not touch them until it is their turn.
• After a set amount of time (5-10 minutes), or after the typing of thesentence(s) is complete, have partners switch places at keyboard. You maywish to use a timer.
• Some teachers find that volunteers or student mentors are a great help whenintroducing younger children to the computer.
• Show students the ESC key soon after entering the program to save yourselffrom being repeatedly called to the computer. Dialogue boxes stating thatThe cursor can not move beyond the end of the text occur frequently if thearrow keys are held down too long.
• In a one-computer classroom, if you wish to prevent constant interruptions,use a visual symbol such as a red plastic cup that students can place on thetop of the computer to signal that help is needed. When the teacher or a peeris free, they can help the student out.
Helpful Hints
Grade1
72 Journey On - P.E.I. Department of Education, 2005
Glossary
Abbycat: PEI Public library database system
Absolute: a cell reference that remains constant in a formula. Dollar signs are used to force the spreadsheet to keepthe cell reference in a formula the same when it is copied. (i.e. when the formula =A6/$B$6 is copied thenumerator A6 will change to A7, A8, etc. while the denominator $B$6 will stay the same)
APA: abbreviation of American Psychological Association. The APA standard is used for quoting references for thesciences.
Applet: An application, written in Java, that can run inside a web page but is not limited by the functionality ofHTML. Java applet and Java script differ that a Java applet needs to be downloaded. Java script is incorporatedin a web page with HTML tags.
Application sharing: a program that is installed on the server computer which allow all computers on thenetwork to have access to that software.
Assignment drop box: a mechanism for uploading electronic assignment files for an instructor using an onlinecontent management system such as WebCT or ATutor.
Attachment: file that is attached to an email
Auto fill data: spreadsheet feature that will complete a series of entries such as the “days of the week” or “monthsof the year”. (i.e. enter January, February and select the corresponding cells with the mouse and select “auto fill”.The remaining 10 months will be automatically entered)
Automated text: database input form feature that will automatically fill a field with a predetermined value (i.e.current year, telephone area code, etc.)
Background: display behind graphics and text on a web page. A background can be a colour or a tiled graphic.
Bitmap: pixel (picture element) representation of a graphic. The image is made by small dots (pixels) of differentcolors.
Bookmark (Favorite): a saved link to a specific place on the Internet.
Boolean operators: logic system that returns “true or false”, “yes or no”, “AND”, “OR”, “NOT”. These termsare used to set parameters for searching.
Browser: a program that accesses and displays files and other data available on the Internet and other networks.(i.e. Internet Explorer, Netscape)
Bullets: a symbol appearing before items in a list.
Button bar: a bar of graphical buttons found in a program that contain “short cuts” for commonly used tasks.
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Cascading style sheet (CSS): a feature of HTML that allows users to create style templates (sheets) that specifieshow different text elements (paragraphs, headings, hyperlinks, etc.) appear throughout a website.
Cell address: coordinate of a cell. It is represented by a letter and a number such as A2
Cell: the area in a spreadsheet where rows and columns intersect. Data and formulas are placed in cells. Cells areidentified by the alphabetical column and numeric row i.e. A1
Clone brush: a graphics tool used to copy all or part of an image.
CMYK: a subtractive color model used in color printing. This color model is based on mixing pigments of cyan,magenta, yellow and black in order to make other colors.
CODEC: abbreviation for COmpression/DECompression. Software or hardware that compresses and decom-presses audio and video data streams into smaller sizes while maintaining the quality. (.wmv, .ra, SVCD, MPEG,mp3, etc.)
Cold boot: powering off the computer completely and restarting it.
Column: vertical section of a spreadsheet, identified by a letter
Commercial ware: commercial software which requires purchase and registration.
Compatibility: whether or not hardware or software will work on a computer.
Compression: process of encoding data, video, or audio in order to reduce its size (.zip, .jpg).
Connection line type: how a computer is linked to a network (i.e. T3, modem, DSL, etc.)
Connection speed: the speed of information transfer among networked devices.
Cursor (Pointer): the symbol used to represent the movement of the mouse. (i.e. arrow)
Data entry bar: space in the spreadsheet to enter the cell data or formulas.
Database report: data from fields specified in a search query sorted into a particular order. Calculations and format-ting may be applied to the reports generated.
Database: collection of structured, searchable electronic data (i.e. search engines are data bases)
Decompression: process of decoding or reading encoded data.
Desktop publishing: combination of text, images and graphics to produce publications such as newsletters, postersand brochures
Display format: the way the files and folders are being displayed in the windows (i.e. thumbnails, icons, details, etc.)
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Distribution list: a list of email addresses that are grouped together so that one email message may be sent to allmembers of the group. (i.e. all students in a class, all teachers on a particular committee)
Download / Upload: refers to the transfer of information between computers. The person/computer sending theinformation refers to the transfer as an upload, while the person/computer receiving the information refers to it asa download.
Drive: name that refer to a storage location such as C:, G:, or A:
Dynex: PEI (French) school library database system
Effect: graphical manipulation that applies special effects to objects (i.e. chrome, neon ).
Embed object: objects (audio, video, animation, etc.) that load with the HTML tags when the page is visited. Thoseitems will be downloaded and run automatically
Ergonomic: workplace designed for maximum comfort, efficiency, safety, and ease of use.
Error checking routine: features in a database input form that checks to see that entered data corresponds to somepre-defined criteria (i.e. ticket number must fall within the range of 1-500, and no two records may have the sameticket number)
Export: to transfer information to another format for use in a different program.
Field types: identifies the type of information that is to be entered into a field in a database (i.e. date, numeric, text)
Fields: different categories in a database (i.e. first name, middle initial, last name, street)
File extension: alphanumeric characters located after the period at the end of a filename. This identifies the type ofsoftware than can open the file. (i.e. .mp3, .wpd, .gif, .html, etc.)
File management: process of organizing files into folders and sub-folders and selecting storage medium (i.e. harddisk, floppy disk, CD)
File properties: detailed information on the file. (i.e. size, date, extension)
File size: storage space taken by a file in the computer system (i.e. kilobytes - kb, megabytes - mb, gigabytes - gb)
Filter (graphic): graphical manipulation that applies special effects to images (i.e. blur, sharpen).
Filters: search criteria that allow particular emails to be located. Filters may be set with “rules” that provide directionson tasks to perform with selected emails.
Fixed/locked titles: feature in spreadsheet program to keep certain cells showing (i.e. headings) while scrolling
Flash: developed by Macromedia, Flash is a software used to create web content that interacts with the users byproviding animations, audio, games, etc.
Flat database: is a single database table structure (i.e. Appleworks, MS-Works) Searches can be performed within thistable but it is not capable of organizing complex applications.
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Folder (Directory): an electronic storage area that can contain a group of files and/or other directories.
Font: the style of text characters. (Times New Roman, Arial, Garamond, etc.)
Footer: text placed automatically at the bottom of each page in a document
Frame: a webpage that has separate divisions (windows) within the web browser. The content for each frame areacomes from a different .html file.
Freeware: software distributed by the creator free of charge under certain conditions.
Functions: pre-defined mathematical rules that are available in spreadsheet programs i.e. mean, round, standarddeviation, exponents, payment amount, etc.
Graphics in layers: objects placed over other objects to create one image. This allows for easier editing and manipula-tion.
Group file sharing: a specific network folder that a workgroup member can share
Grouping: creating one single object made up of several other objects. This allows for resizing the object as a whole.
Hardware: all physical parts of a computer (i.e. monitor, mouse, keyboard, etc.).
Header: text placed automatically at the top of each page in a document
Hexadecimal: a numbering system with base of 16 includes only the digits 0 through 9 and the letters A, B, C, D, E,and F. Used to identify large numbers accurately i.e. identify colors, network addresses.
Hosting service: service that companies provide to store data on their server
HTML tags: Hypertext Markup Language tags are instructions within brackets < > that tell the web browser how todisplay the page information.
Image map: an alternative navigational structure whereby an image on a webpage has “programmed coordinates”that allow the user to navigate the site intuitively, using the mouse.
Import: to bring in external information
Insertion point: the insertion point is where the next character typed from the keyboard will appear. (i.e. “I beam”)
Interactive syllabus: an electronic course outline
Java Script: a scripting language developed by Netscape to enhance the capability of HTML language
Justification: adjustment of text to ensure that margins will align throughout the document (i.e. left, center, right)
Layer: visualized as electronic “transparencies” which allow users to display and manipulate information separately.
Link (Hyperlink): a clickable link to another file (i.e. web page).
Lock cell: locking a cell will prevent any changes on its content. It doesn’t hide the content of the cell.
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Logical operators: used to compare variables such as greater (>) greater or equal (>=), equal (==), less or equal(<=) and less (<).
Macro: a group of repeated commands that are recorded and saved for later use.
Mail merge: a word processing feature that allows a user to create a “data records” database to record informationabout a number of people, and a form letter template. Based upon a search criteria, names, addresses and otherrecorded data are combined with fields found in the form letter. Completed forms may be displayed on the screenor sent directly to a printer.
Menu bar: a horizontal bar at the top of a window, below the title bar, that contains drop-down menus.
Microcat: PEI (English) school library database system
MLA: abbreviation of Modern Language Association. The MLA standard is used for quoting references for thehumanities.
Multimedia: the use of several media to convey information (text, audio, graphics, animation, video).
Multiple logins: simultaneously logging into multiple computers on the same network using the same username.
Network: a communication system connecting two or more computers.
Notebook: another name for an individual spreadsheet.
Object alignment: positioning of an object with respect to other objects.
Panorama: a series of picture “stitched” together using software to create a picture wider than what the camera isnormally capable of capturing. Some panorama can offer user a 360 degree view.
Plug-in: an auxiliary program that works within a browser to enhance its capability. The plug-in can be a third partyproduct. (adobe reader for .pdf, Real Audio, Shockwave, etc.)
Pop-up ads: a form of online advertising that open a new window automatically to display advertisements.
Principles of design: five universally recognized principles are contrast, unity, pattern, movement, and rhythm.Used in combination these principles create a esthetically pleasing product.
Print queues: set of printing tasks waiting to be processed.
Publishing etiquette: acceptable guidelines for publishing. (i.e. non-biased, inclusive language).
Record: all fields relating to one “object” in a database (i.e. all information regarding one student)
Relational database: is the creation of multiple tables linked to each other through a common “key” such as acustomer number. (i.e. a travel agency may have customer contact information in one table, airline reservations in asecond, hotel and car reservations in a third. If any piece of information changes only one table needs to beupdated.)
Relative: a cell reference that will automatically update itself in a formula when it is copied. (i.e. a formula =A6/B6will update itself to =A7/B7, =A8/B8, etc. as it is copied downward in a column)
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Rename: change the name of the file or folder to another name.
RGB: a color model that utilizes the additive model in which red, green, and blue light are combined in various waysto create other colors (i.e. pixels on a computer monitor). Colours created on the computer monitor sometimesmay not be able to be reproduced when printed.
Rollover (mouse over): a “change of state” when the mouse is positioned above an object.(i.e. colour changes,cursor changes, image changes)
Row: horizontal section of a spreadsheet, identified by a number
Rule: a task to perform on emails that meet a particular criteria. (i.e. send a return message for all incoming emails,such as “on vacation until ..”, delete message from particular sources, or automatically place mail in a particularfolder)
Save as: same as “Save” but allows user to save a copy of current file under a new name or location.
Save: permanently record data to a storage medium such as a floppy disk or hard disk.
Screen capture: saving a portion of the current screen as an image file to be inserted into a document. PaintshopPro includes a screen capture utility.
Search engine: a program designed to help find information on the Internet. (i.e. Google, Ask Jeeves,Yahooligans)
Server: the central computer in a network. (i.e. contains shared data, programs, etc.)
Shareware: trial version of any commercial software.( i.e 30 days) Shareware is also known as demoware, trialwareand many other names.
Signature: text added automatically at the end of an email (i.e. name, position, return address, phone/fax number,email address)
Software: program or application that runs on a computer.
SPAM: acronym of the words: Stupid Pointless Annoying Messages. These messages are often advertising emailssent out massively on the internet.
Spreadsheet: a grid which helps you organize data in rows and columns. Calculations may be performed by insert-ing formulas. Charts or graphs may be generated from the data.
Spyware: computer software that gathers and reports information about the computer usage without the user’sknowledge or consent.
Streaming video and audio: refers to a technique of transferring media over the Internet to the user’s computer sothat it is available without having to download the whole file. The media will begin to play once a predeterminedamount of data is transferred to the computer “buffer”
Tab rulers: guides found in word processors allowing the user to graphically set and delete tab indents
Template (Master page): a model page that provides a basic structure for adding content
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Text art: tool found in Word Perfect that allows the user to create text in 2D and 3D formats in a variety of shapes
Text wrap: word processing feature that automatically places the text on the next line
Touch keyboarding: the ability to type without looking at the keyboard.
Un-grouping: separating objects that were previously grouped.
Unlock cell: this allows modification be to performed on cells that were previously “locked”
Vector: mathematical representation of a graphic. The image is made from mathematical equations that represent thecurves, lines, area, color, etc. This form of representation allows for small file sizes while maintaining detail whenincreasing picture size.
Virtual reality: an artificial environment created with computer technology
Virus: a virus is a program or piece of code that causes an unexpected, usually negative, event.
W3C accessibility guidelines: World Wide Web Consortium organization that provides standards for web pagecreation. These include accessibility issues (challenged users, slow line speeds, older processing equipment) andequipment compatibility.
Warm boot: restarting the computer using reset button, Ctrl+Alt+Del, etc.
Watermark: a graphic or text appearing in the background of a page (i.e. the word “Draft” or a graphic of a soldierin a Remembrance Day poem)
Web Server: a computer that stores data (i.e.: web sites) for the world wide web
Whiteboard: a whiteboard is a shared electronic workspace. Each participant can add text, make drawings or pastepictures on the whiteboard. Other participants can immediately see the result on their workstation.
Wireless connection: connection to another device without physically connecting a wire.
WYSIWYG: Acronym for“What You See Is What You Get”. WYSIWYG is used to describe applications that letyou see what documents will look like