Content Standard:
| (1.) Students will employ conventions of design and formatting.
| Employ basic text wrap function during text entry.
Employ a variety of fonts and styles for expressive purposes. Exemplar: Write a poem and employ various fonts and styles for presentation. Write story, use enlarged title, enlarged words for emphasis. | Consistently employ standard academic document format, including indenting paragraphs with tab key and use of appropriate (legible/readable) spacing, fonts, size and style. Exemplar:
Write a one page report with indented paragraphs, standard spacing, margins. Arrange content elements within a page or screen using a using symmetry, balance, and a top-to-bottom hierarchy. | Employ variable tabs and margins, headers/footers, and tables.
Create own document stationary templates. Match design and content of documents.
Arrange content elements using a grid layout. Exemplar: Produce a Xeroxed 10 page school newspaper or 20 page student literature journal. | Execute an intentional and consistent design and style in documents.
Arrange elements using a stylized, intentionally unstructured layout. Exemplar: Design a contemporary full color, high resolution advertisement. |
| (2.) Students will plan, produce, edit, present and use multimedia products. | Navigate through existing multimedia documents.
Contribute to development of multimedia documents in a linear ìslide showî format, including overhead transparencies. | Create interactive non-linear (i.e. multiple branches per screen) multimedia documents, containing text, images and sound. | Incorporate video clips and laserdisc/VCR control into multimedia projects.
Produce and edit simple video projects, including audio soundtracks and narration. | Author multi-section multimedia projects.
Present and demonstrate concepts using simulation or modeling software. Execute complex video projects. |
| (3.) Students will plan, produce, edit and present printed products.
| Enter and edit text in primary-level word processing software. Exemplar:
Compose a story using Magic Slate, Writing Center, KidsWorks, Storybook Weaver or ClarisWorks.
Use elementary drawing and painting tools. Exemplar: Writing and illustrating a single page story or poem. Label drawings | Produce and edit text and illustrations, as well as incorporate public domain graphics, in intermediate-level word processing software. Exemplar: Constructing a research paper and a simple newspaper. | Use sophisticated editing tools in industry standard word processing tools.
Integrate graphics, tables and charts into documents.
Acquire and manipulate scanned images. Exemplar: Constructing a newsletter using graphics, rotating/resizing, text rap. | Layout a multi-section document in industry standard software
Exemplar:
Newspapers, yearbooks, posters, resumes, and pamphlets, incorporating gradients, contrast adjustment, leading control.
Incorporate a wide range of content from a variety of sources. Exemplar: Write a 10 page research paper which includes title page, contents, bibliography and footnotes. |
| (4.) Students will send and receive information to and from a variety of audiences using online and telecom-munication technology.
| Contribute to presentation of information and communication online. Exemplar: Students contribute messages for teacher to transmit. | Send and receive information, and collaborate using one-on-one tools, in both delayed and real-time. Exemplar: Supervised use of email and video-conferencing to collaborate on projects with partners and keypals in other schools. | Post information and communicate ideas using one-to-multiple tools. Exemplar:
Supervised use of newsgroups for research and collaboration. Publishing student learning on the World Wide Web. Independently and responsibly initiate communication and collaboration with others using one-on-one tools. | Employ a wide spectrum of current on-line tools to research and communicate ideas and information. |
| (5.) Students will format and present data in graphics, tables, graphs and charts. | Identify graphics, graphs and charts created with technology as tools for communicating ideas and information.
Create simple graphics and charts using supplied templates. Exemplar: Arrange pictographs in columns to make simple histograms. | Create original graphs, tables and charts.
Choose the type of chart or graph appropriate for their communication intent. | Incorporate tables, graphs and charts into subject matter presentations. Exemplar: Employ computer generated tables and graphs in science lab write-ups. | Independently design and incorporate tables, graphs, charts to support content area assignments. |
Content Standard:
| Performance Standards | ||||
| 1. Students will use technology for the creative planning process | Generate ideas, outline, script, and storyboard using aids such as templates
Exemplar:
Brainstorm ideas for a book of short stories. Identify tools to help create | Generate ideas, outline, script and storyboard
Design a plan using aids such as templates Exemplar: Fill in teacher-created table to sequence steps in creating a comic book. | ||
| 2. Students will integrate a variety of technological tools and sources | Combine text and graphics in a printable document using aids such as templates
Exemplar:
Create a one page flyer with text and a graphic using a template.
Integrate text, graphics and sound in a linear format using aids such as templates Exemplar: Produce an electronic slideshow. | Combine text and graphics in a printable document Exemplar:
Create a multiple page newsletter with multiple columns, graphics, and borders.
Integrate text, graphics, sound and video in a non-linear format using aids such as templates Exemplar: Replace text and graphics in a catalog of animal images. | Integrate text, graphics, sound and video in a linear format Exemplar: Create a hypermedia comic book. | Integrate text, graphics, sound and video in a non-linear format Create a comic book where the reader makes decisions to affect the plot. |
| 3. Students will create using a variety of technological tools
3a. Students will using create a variety of graphic and photographic tools
3b. Students will create using text tools
3c. Students will create using audio tools
3d. Students will create using video tools | Draw pictures and photograph images (graphics software, camera, digital camera) Exemplar:
Draw picture of their own house on computer for All About Me bulletin board.
Write Exemplar:
Write a Haiku using a word processor.
Record sounds Exemplar:
Record peer interview. | Manipulate graphics using computers (flip, stretch, etc.)
Combine computer stored graphics and original art (cut, paste, draw, etc.) Exemplar:
Draw picture of an natural habitat and paste scanned photo of self into the scene.
Produce an unedited video Exemplar: Make a film about life at home. | Produce an audio broadcast
Produce an edited video Exemplar: Make an edited, multi-clip news segment on the schoolís multicultural faire with titles and credits. | Incorporate ideas of graphic design Exemplar:
Produce a industry quality advertisement for the school musical. |
Content Standard:
| 1. Students will create and use a format to organize ideas and information using technological resources and tools | Use a format
(eg. worksheet, database, spreadsheet, stationery) to organize information
identify technological tools to organize information Exemplar: Use stamp type graphic tools, to fill in a chart at the computer that organizes categories of words that start with the letter ìM.î | Create a format (eg. worksheet, database, spreadsheet, stationery) to organize information
use technological tools to organize information Exemplar: Setup a states database to organize the information about capitals, official flower, bird, population, industry, etc.. | Create multiple formats (eg. worksheet, database, spreadsheet, stationery) to organize information
use multiple technological tools to organize information Exemplar: Setup a spreadsheet that organizes information about fat, protein, carbohydrates , and vitamins, in the studentís daily diet and setup a database to organize categories of foods. | Create a wide range of formats using combined technologies to organize information
integrate a wide range of technological tools to organize information Exemplar: Setup a database to organize information about country of origin for people of Latino heritage; create an interview survey form; organize audio and video clips in a storyboard for a multimedia presentation on Latinos in the community. |
| 2. Students will categorize, prioritize, synthesize, and interpret information using technological tools | Categorize collected information
Exemplar: Use graphic tools to sort the ìA-Zî words into categories of people, places, and things. | Categorize,
prioritize, and interpret information Exemplar: Use a spreadsheet to create tables which illustrate the growth of various plants in a community garden; draw conclusions about which plants grew most in a given month and organize information in a word-processed science report which includes graphs, graphics, and digital photographs. | Categorize, prioritize, synthesize, and interpret relevant information Exemplar: Create a poster which includes computer generated charts and graphs that show the nutritional value of a studentís weekly diet; compare results with other studentsí posters and word-process an evaluation for a class book on nutrition. | Categorize, prioritize, synthesize, and interpret relevant information using a wide range of resources and tools
Exemplar: Present a multimedia project on Latinos in the community which includes graphs and charts, audio and video clips, photographs, and researched information which shows new knowledge. |
Content Standard:
| Performance Standards | ||||
| 1. Students will identify appropriate data tools to conduct research.
| Name a variety of media tools. Exemplar: Match picture with name for print, camera, computer, CD- ROM, video recorder, audio recorder, video camera, remote control, modem, telephone. | Request data tools for relevant topic.
Use data tools relevant to topic. Exemplar:
Use remote controls to access research materials. | Compare and contrast hardware differentiation.
Choose data tools relevant to topic. Exemplar: Create a poster using catalogs to show contrasts between similiar tools, e.g. Beta vs. VHS; MS-DOS vs. Macintosh. | Use multiple tools for conducting research. Exemplar: Do a research project on VE-Day that involves multiple tools. |
| 2. Students will identify appropriate sources to conduct research.
| Name a variety of media sources. Exemplar: Match picture with name for video and audio tapes , laser disk, CD-ROM disk, software, Internet. | Request media sources for relevant topic.
Use media sources relevant to topic. Exemplar: Do a report using a media source. | Compare and contrast software compatibility.
Choose media sources relevant to topic. Exemplar: Create a wish list using catalogs to show compatibility between hardware and software programs. | Use multiple sources for conducting research. Exemplar: Do a research project on VE-Day using the Internet, CD-ROM, video tapes. |
| 3. Students will search and retrieve research materials using traditional and electronic sources. | Search and browse for information.
Identify searched information relevant to the topic.
Retrieve information. Exemplar: Find information on bearsin a dictionary, encyclopedia, CD-ROM disk. | Use hypertext links in electronic sources (e.g. CD-ROM reference materials and internet).
Search and retrieve bar coded references and audio/video sequences. Exemplar:
Find information about oceans on a laser disk and display it. In a report, list hypertext links that support research effort on eye diseases: glaucoma, cataracts, floaters, detached retina. | Use the boolean search words, ìand/orî, in conducting searches.
Prioritize searched infomation in order of importance. Exemplar: Write a report on Civil War and African American Troops. | Use complex boolean search operators. Exemplar: Use a search engine (e.g. Yahoo) to locate sources of information on toxic chemical pollution in the Developing World and regional efforts to reverse damage. Capture first page of results of search in a screen shot saved to disk. |
Content Standard:
| 1. Students will have developed and be able to articulate a personal standard of ethics. | Follow basic rules of technological tool use. Respect the privacy and work of others using the same machine.
Exemplar: Log on and off correctly working in his or her own file. | Follow online and district-based etiquette and conduct rules for technological media. Model ethics related to copyright laws.
Exemplar: Sign a district computer use agreement. Write a report which lists and credits resources. Use report control devices to a VCR and a laser disc machine during a classroom presentation. | Use ethical standards relating to technological tools in sophisticated and complex situations.
Exemplar: Sends an e-mail message which adheres to accepted ethical standards. Film classroom presentation using an 8 mm camera for the first time after experience with VHS camera. | Debate ethical issues of rights and privileges related to the use of technology
Exemplar: Write a newsletter column on the pros and cons of appropriate use of the the Internet in the library during free study time. |
| 3. Students will select the most appropriate technological tool and/or application for a given (academic) task. | Identify parts and functions of the basic technological tools.
Exemplar: Give a presentation in which he or she uses the correct terms and vocabulary. | Select the appropriate technological tools and applications based on an understanding of the functionality of input and output.
Exemplar: Give a presentation on bird sounds using two self-selected recording devices. | Integrate a variety of technological tools and/or applications for a given task.
Exemplar: Constructs a science project which incorporates digital images, word processing, video and spreadsheets using graphs. | Integrate a variety of advanced technological tools and/or applications for a given task.
Exemplar: Design and develop a multimedia portfolio as a senior exit project suitable to be shown to prospective employers or universities. |
| 4. Students will demonstrate the use of basic operations and concepts.
| Use input devices to navigate graphic interface and explore interactive desktops. Exemplar: print a graphic by selecting the proper icon. | Explain basic technological vocabulary.
Operate classroom media devices (laser disc player, digital camera, video camera) Exemplar: Prepare an instruction sheet for second graders on how to launch a software program. Give a classroom presentation on plant growth using a laser disc player, remote control and bar code reader. | Apply basic troubleshooting techniques to assess problems.
Explain advanced technological vocabulary. Exemplar: Checks cables when video image doesn't show during a movie and describes the strategy used to solve the problem. | Uses an integrated array of advanced technological applications.
Evaluate features of systems that affect personal purchasing decisions. Exemplar: Presents a culminating multimedia project which incorporates video and audio recordings and published works. Assembles a list with specifications and prices for a home computing system including necessary peripherals. |
Assumptions:
Notes About This Document:
Members Of The Committee:
| Elliot Barenbaum | Samantha Bennett | Gerald Boden | Patrick Ciccarelli |
| Lucille Fukuda | David Gottlieb | Guadelupe Gurerrero | Connie Hendrix |
| Elain Joe | Lauri Leber | Jacqueline McDonald | Carolyn Nichols |
| Les Phillips | John Pilgrim | Paul Reinhertz | Maribel Rivera-Pantoja |
| Andrew Sobel | Mary Ellen McDonnell | Dan Gourley | Louis Webb |
| Sam Dederian |
All contents copyright © 1996, San Francisco Unified School
District. All rights reserved.
Revised 9/11/96
URL:http://www.sfusd.k12.ca.us/internal/standards/techstds.html