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- | Administrators| Vision| Glossary | Outcomes| Updates|
ADMINISTRATORS: Office of Technological Services & Career Education
TECHNOLOGY VISION:George "Skip" Paulson - Director
Just as the technologies of computing, multimedia, and telecommunications have transformed the world, they are transforming the schools. Technology will better prepare District 203 students for the future. Further, technology is a tool for achieving the District 203 Mission. Back to TopK - 12 TECHNOLOGY OUTCOMES:
The following Technology Outcomes were developed in alignment with The Illinois State Board of Education's "Six Essential Learnings in a Technological Society" and are intended to be included as an instructional component of all Naperville Community Unit School District 203 curriculum.
Goal #1: Use technology to find, retrieve, and evaluate information.
As a result of their schooling students will be able to:
|
Outcomes |
Grade
2 |
Grade
5 |
Grade
8 |
Grade
12 |
|
A.
recognize,
differentiate, and choose among electronic and non-electronic information
sources. |
recognize
technology as a tool for finding
information. differentiate
between a selection of resources. |
select
resources appropriate to the task, with guidance. |
select
resources appropriate to the task, with limited guidance. |
independently
select primary and secondary
resources appropriate to the task. |
|
B.
utilize
search strategies to retrieve relevant information through a variety of
media. |
find
information within a selected resource, with guidance. |
find
and retrieve appropriate information from electronic sources using a given
search strategy. |
plan
and perform a search using more than one electronic source. |
plan
and perform complex searches using more that one electronic source. |
|
C.
evaluate
relevancy, authenticity, accuracy, and currency of information to
determine its usefulness. |
|
evaluate
the relevancy of information. recognize
when currency of information is relevant to the task. |
evaluate
relevancy, authenticity, accuracy, and currency of information to
determine its usefulness. |
evaluate
relevancy, authenticity, accuracy, and currency of information to
determine its usefulness. |
Goal #2: Use problem-solving techniques and technology tools to collect, organize, analyze, and synthesize information from a variety of sources.
As a result of their schooling students will be able to:
|
Outcomes |
Grade
2 |
Grade
5 |
Grade
8 |
Grade
12 |
|
A.
collect and
store information. |
collect
information, with guidance. |
collect
and store information, with guidance. |
collect
and store information, independently. |
collect
and store information, independently. |
|
B.
organize
and manage information from one or more sources. |
|
organize
and incorporate information within a text document. enter
and manipulate data, by using tools such as a spreadsheet or database, for
a specific purpose. |
organize
and incorporate information within a text document. design,
create and modify organizational structures such as spreadsheets and
databases for a specific purpose. |
organize
and incorporate information into a variety of structures suitable for
manipulation and communication. |
|
C.
analyze information from one or more sources to draw
inferences and make predictions. |
analyze
information from an electronic source. |
analyze
information from electronic sources. |
use
appropriate information management tools for analysis. |
use
appropriate information management tools to analyze information from
multiple perspectives. |
|
D.
synthesize
information to solve problems, construct new knowledge and create new
products |
create
products, with new knowledge, that solve problems. |
create
products, with new knowledge, that solve problems. |
create
products, with new knowledge, that solve problems. |
create
products, with new knowledge, that solve problems. |
Goal #3: Use technology to communicate knowledge and ideas through media for various purposes and audiences.
As a result of their schooling students will be able to:
|
Outcomes |
Grade 2 |
Grade
5 |
Grade
8 |
Grade
12 |
|
A.
recognize
and select among the various communication tools. |
recognize
communication tools appropriate to the task and audience. |
select
communication tools appropriate to the task and audience. |
select
communication tools appropriate to the task and audience. |
select
communication tools appropriate to the task and audience. |
|
B.
communicate
and collaborate without the constraints of time or distance. |
use
electronic mail , with guidance, to communicate. |
use
technology to collaborate within the global community. |
use
technology to collaborate within the global community. |
use
technology to collaborate within the global community. |
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C. compose documents and deliver presentations for various purposes and audiences. |
use
authoring/creativity/ presentation
tools to develop products for presentation . |
use
authoring/creativity/ presentation
tools to develop a products for presentation. |
integrate
a variety of media with authoring/ creativity/presentation
tools to develop products for presentation. |
integrate
a variety of media with authoring/ creativity/presentation
tools to develop products for presentation. |
Goal #4: Use, manage, and adapt to changing technology in a learning environment, the workplace and daily life.
As a result of their schooling students will be able to:
|
Outcomes |
Grade 2 |
Grade 5 |
Grade 8 |
Grade
12 |
|
A.
use appropriate terminology when working with technology. |
identify
physical components and functions. |
identify
physical components and functions. |
identify
physical components and functions. |
identify
physical components and functions. |
|
B.
operate and manage a variety of technologies. |
demonstrate
proper operation of technologies common to their experience/environment. |
demonstrate
proper operation of technologies common to their experience/environment. |
demonstrate
proper operation of technologies common to their experience/environment. |
demonstrate
proper operation of technologies common to their experience/environment. |
|
C. explore and use new technologies. |
explore
and demonstrate the use of technologies with direct instruction. |
explore
and demonstrate the use of technologies with assistance. |
select
and use technologies independently, cooperatively, and responsibly. |
select
and use technologies independently, cooperatively, and responsibly. |
Goal #5: Use technology responsibly and demonstrate a recognition of and respect for the implications of its societal and environmental use.
As a result of their schooling students will be able to:
|
Outcomes |
Grade 2 |
Grade 5 |
Grade 8 |
Grade 12 |
|
A.
adhere to
copyright laws and the District 203 Acceptable Use Policy. |
adhere
to copyright laws and the District 203 Acceptable Use Policy. |
adhere
to copyright laws and the District 203 Acceptable Use Policy. |
adhere
to copyright laws and the District 203 Acceptable Use Policy. |
adhere
to copyright laws and the District 203 Acceptable Use Policy. |
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B. demonstrate a recognition of and respect for the implications of technology’s societal and environmental use. |
demonstrate
a recognition of and respect for the implications of technology’s
societal and environmental use. |
demonstrate
a recognition of and respect for the implications of technology’s
societal and environmental use. |
demonstrate
a recognition of and respect for the implications of technology’s
societal and environmental use. |
demonstrate
a recognition of and respect for the implications of technology’s
societal and environmental use. |
Authoring Tools - Program/software that involve text (i.e. KidWorks, Word)
Creativity Tools - Programs/software that involve the use of drawing, color, animation to represent the information being presented (i.e. various draw tools, CAD)
Currency - Timeliness of information
Data/Information/Knowledge - As used here the term "information" encompasses the term "data." "Knowledge" is defined as information that has been given meaning through its relationship to other information.
Goals - Something toward which effort or movement is directed; an end or objective
Hardware - Physical equipment, media and attached devices used in a technology system
Manage - To control or guide the performance or operation of
Outcomes - That which naturally flows; consequence or result
Presentation Tools - Programs/software that involve the use of multimedia that are representative of the objects being portrayed (i.e. Hyperstudio, PowerPoint)
Search Strategies - Methods used to locate, investigate, inquire, examine, and scrutinize information
Set Up - To connect hardware and software to become functional
Software - Programs/code that manipulate the hardware in a computer system
Synthesize - A combination of separate elements into a whole
Technologies - The application of science and technical advances in information processing
Troubleshoot - Locating and seeking difficulties to remove them in the operation of a technology
With Guidance - The act or process of leading or directing Back to Top
Writer's Workbench
District 203 has licensed Writer’s Workbench to be
available to all high school and middle school students. This product will
provide students with individualized analyses and interactive instructional
support as they write and revise their assigned compositions. The analyses
provided by Writer’s Workbench address many common writing problems such as
clarity, vagueness, and grammar. One of the key features of this product is that
only recommendations are made. It is still up to the students to make the
changes they feel will enhance the quality of their work.
Technology Tools Enhance Learning
Access to laptop computers and some personal assistance helped propel the
teaching staff forward into the information age. With the just-in-time
assistance of the district's Technology Integration Specialists
and the availability of a wide variety of courses offered by technologically
savvy members of the faculty, most District 203 teachers are ready, willing,
and able to enhance students' learning with technology tools.
Students' Projects Changed by Technology Tools
The nature of student work has changed greatly with the use of technology
tools. With the vast resources now available for researching, composing,
correcting and revising, students are more willing to do more complete
and complex work throughout their school years.
Primary students learn how to log on, operate a mouse and use various programs to obtain desired results. By third grade, students are learning keyboarding skills and see nothing unusual about using one computer program to write what they have learned about frogs and another program to add a picture and/or draw and color an illustration.
Parents often volunteer to assist in the school computer labs both as a way to see what their children are doing with technology and as a way to learn more about using the tools, themselves. Open house evenings in school computer labs are popular for those same reasons.
By the time District 203 students enter high school, they are ready to learn how to use technology tools and computer programs in conjunction with such things as scientific experiments, accounting, business office applications, architectural and engineering drafting, electronics, math applications and digital art and photography.
Taking Learning Outside the Box
With the help of the Technology Integration Specialists assigned to
their buildings, teachers and students have been taking learning and instruction
"outside the box."
Fifth graders created a web page on their school's Internet site that their parents could visit to check on what they were doing on their outdoor education trip. The students used digital cameras and QuickPads to capture information and sights from their nature walks and other outdoor ed. activities and posted them immediately on the Web page. During breaks in the action at camp, the students began creating a presentation that would later be displayed on a monitor in the school lobby and in conjunction with their "memories" program at the end of the year.
Some fourth and fifth grade classes at did a novel study with North Central College education majors last year that bridged the gaps of distance and time. Using computers and the electronic discussion board on the college network, the elementary students answered questions and shared opinions about what they were reading with the college students. At the end of the three-week novel study, the college students visited the elementary school for a face-to-face wrap-up session.
Fourth grade classes at several schools use Web resources for problem-based learning related to a reading-writing-science unit on owls. The children read There's an Owl in the Shower and learn about the habits and diets of owls by dissecting "owl pellets," the sanitized undigested remains of owl meals. Then the fourth graders turn to the Internet to achieve immediate access to primary resource materials on current issues surrounding the logging industry and the habitat of the spotted owl. Their on-line research is used in persuasive writing papers designed to convince others to share the personal perspective each has gained during the study unit. Junior high students use Web resources for similar problem-based studies about deer kill policies.
When a seventh grade science class began searching the Internet for information about our solar system, what they found was hard to understand. As a result, they decided to develop a Web page of their own. It contains information each seventh grader discovered about his or her specific topic and can be built upon as future seventh grade classes investigate the solar system.
High school calculus students use technology tools as they apply their
classroom lessons to the task of designing safe and exciting roller coaster
rides and to the creation of multi-media presentations that describe their
reasoning, conclusions, and results.
