Hunterdon County Educational Technology VisionStatement
Students will achieve the 21st century skills needed to effectively compete,connect, communicate and collaborate in a global society by developing aculture of digital citizenship. The school community will use current andemerging technologies to voluntarily and continuously improve and expand theirteaching and learning in and away from school.
The Educational Technology Plan for New Jersey
All students will be prepared to meet the challenge of a dynamic global societyin which they participate, contribute, achieve, and flourish through universalaccess to people, information and ideas.
GOAL 1: All students will be prepared to excel in the community, workplace and in our global society using 21st century skills.
GOAL 2: All educators, including administrators, will attain the 21stcentury skills and knowledge necessary to effectively integrate educationaltechnology in order to enable students to achieve the goals of the core curriculumcontent standards and experience success in a global society.
GOAL 3: Educational technology will be accessible by students, teachersand administrators and utilized for instructional and administrative purposesin all learning environments, including classrooms, library media centers, andother educational settings such as community centers and libraries.
GOAL 4: New Jersey school districts will establish and maintain thetechnology infrastructure necessary for all students, administrators and staffto safely access digital information on demand and to communicate virtually.
For more info visit http://www.nj.gov/education/techno/state_plan.htm
New Jersey Core Curriculum ContentStandards
Technologyin the 21st Century
Technologyis uniquely positioned to transform learning, to foster critical thinking,creativity, and innovation, and to prepare students to thrive in the globaleconomy. As engaged digital learners, students are able to acquire and applycontent knowledge and skills through active exploration, interaction, andcollaboration with others across the globe, challenging them to design thefuture as envisioned in the statements that follow:
Mission:Technology enables students to solve real world problems, enhance life, andextend human capability as they meet the challenges of a dynamic globalsociety.
Vision:The systematic integration of technology across the curriculum and in theteaching and learning process fosters a population that leverages 21st centuryresources to:
·Apply information-literacy skills to access, manage, and communicateinformation using a range of emerging technological tools.
·Think critically and creatively to solve problems, synthesize and create newknowledge, and make informed decisions that affect individuals, the worldcommunity, and the environment.
·Gain enhanced understanding of global interdependencies as well as multiplecultural perspectives, differing points of view, and diverse values.
·Employ a systemic approach to understand the design process, the designedworld, and the interrelationship and impact of technologies.
·Model digital citizenship.
Intent and Spirit of theTechnology Standards
All students acquire content area knowledge and skills in: (1) Visualand Performing Arts, (2) ComprehensiveHealth and Physical Education, (3) LanguageArts Literacy, (4) Mathematics,(5) Science, (6) Social Studies, (7) World Languages, (8) Educational Technology, TechnologyEducation, Engineering, and Design, and (9) 21st Century Life and Careers. As they do so, theyare supported by the ongoing,transparent, and systematic integration of technology from preschool to grade12 in preparation for postsecondary education and the workplace.
In grades 9-12, students demonstrate advanced computer operation andapplication skills by publishing products related to real-world situations(e.g., digital portfolios, digital learning games and simulations), and theyunderstand the impact of unethical use of digital tools. They collaborateadeptly in virtual environments and incorporate global perspectives intoproblem solving at home, at school, and in structured learning experiences,with the growing realization that people in the 21st century are interconnectedeconomically, socially, and environmentally and have a shared future.
High SchoolSpecialization in technology enables students to design, create, andreverse-engineer technology products or systems, document the application ofthe design process, and understand its impactincluding ethical considerations,costs, trade-offs, risks, benefits, and choice of resources. Students developproducts that address local and global issues and challenges, which aredisseminated for peer review.
8.1 EducationalTechnology: All students will use digital tools to access, manage,evaluate, and synthesize information in order to solve problems individuallyand collaboratively and to create and communicate knowledge.
A. Technology Operations and Concepts
Constructa spreadsheet, enter data, and use mathematical or logical functions tomanipulate data, generate charts and graphs, and interpret the results.
Produce and edit a multi-page document for a commercial orprofessional audience using desktop publishing and/or graphics software.
Participate in online courses, learning communities, socialnetworks, or virtual worlds and recognize them as resources for lifelonglearning.
Create a personalized digital portfolio that contains arésumé, exemplary projects, and activities, which together reflect personal andacademic interests, achievements, and career aspirations.
B. Creativity and Innovation
Design and pilot a digitallearning game to demonstrate knowledge and skills related to one ormore content areas or a real world situation.
C. Communication and Collaboration
Digital tools andenvironments support the learning process and foster collaboration in solvinglocal or global issues and problems.
Develop an innovative solution toa complex, local or global problem or issue in collaboration with peers andexperts, and present ideas for feedback in an online community.
D. Digital Citizenship
Technological advancements create societal concernsregarding the practice of safe, legal, and ethical behaviors.
Evaluate policies on unauthorizedelectronic access (e.g.,hacking) and disclosure and on dissemination of personal information.
Demonstrate appropriate use of copyrights as well as fairuse and Creative Commons guidelines.
Compare and contrast international government policies onfilters for censorship.
Explain the impact of cyber crimeson society.
E. Research and Information Literacy
Effective use of digital toolsassists in gathering and managing information.
Develop a systematic plan ofinvestigation with peers and experts from other countries to produce aninnovative solution to a state, national, or worldwide problem or issue.
Predict the impact on society of unethical use of digitaltools, based on research and working with peers and experts in the field.
F. Critical Thinking, Problem Solving, andDecision-Making
Information accessed through the use of digital tools assists in generating solutions andmaking decisions.
Select and use specializeddatabases for advanced research to solve real-world problems.
Analyze the capabilities andlimitations of current and emerging technologyresources and assess their potential to address educational, career,personal, and social needs.
8.2 Technology Education,Engineering, and Design: All students will develop an understandingof the nature and impact of technology, engineering, technological design, andthe designed world, as they relate to the individual, global society, and theenvironment.
A. Nature of Technology:Creativity and Innovation
Technology products and systems impact every aspect of theworld in which we live.
Design and create a technologyproduct or system that improves the quality of life and identify trade-offs,risks, and benefits.
B. Design:CriticalThinking, Problem Solving, and Decision-Making
The design process is a systematic approach tosolving problems.
Design and create a product thatmaximizes conservation and sustainability of a scarce resource, using thedesign process and entrepreneurial skills throughout the design process.
Design and create a prototype forsolving a global problem, documenting how the proposed design features affectthe feasibility of the prototype through the use of engineering, drawing, andother technical methods of illustration.
Analyze the full costs, benefits,trade-offs, and risks related to the use of technologies in a potential careerpath.
C. TechnologicalCitizenship, Ethics, and Society
Knowledge and understanding of human, cultural, and societalvalues are fundamental when designing technology systems and products in theglobal society.
Analyze the ethical impact of aproduct, system, or environment, worldwide, and report findings in a web-based publication that elicits further commentand analysis.
Evaluate ethical considerationsregarding the sustainability of resources that are used for the design,creation, and maintenance of a chosen product.
Evaluate the positive and negativeimpacts in a design by providing a digital overview of a chosen product andsuggest potential modifications to address the negative impacts.
D. Research andInformation Fluency
Information-literacy skills, research, data analysis, andprediction provide the basis for the effectivedesign of technology systems.
Reverse-engineera productto assist in designing a more eco-friendly version, using ananalysis of trends and data about renewable and sustainable materials to guideyour work.
E. Communication andCollaboration
Digital tools facilitatelocal and global communication and collaboration in designing products andsystems.
Use the design process to devise atechnological product or system that addresses a global issue, and provide documentationthrough drawings, data, and materials, taking the relevant culturalperspectives into account throughout the design and development process.
F.Resourcesfor a Technological World
Technological products and systems are created through theapplication and appropriate use of technological resources.
Determine and use the appropriate application of resourcesin the design, development, and creation of a technological product or system.
Explain how material science impacts the quality ofproducts.
Select and utilize resources that have been modified bydigital tools (e.g., CNC equipment, CAD software) in the creation of atechnological product or system.
G. The DesignedWorld
The designed world is the productof a design process that provides the means to convert resources into productsand systems.
Analyze the interactions among various technologiesandcollaborate to create a product or system demonstrating their interactivity
Controversial issue: For example, global warming,scarcity of water, alternative energy sources, election campaigns.
Current and emerging technology resources: For example, cell phones, GPS, online communities using wikis, blogs,vlogs, and/or Nings.
Data-collection technology: For example,probes, handheld devices, and geographic mapping systems.
Digital learning game: For example, Alice, Lively.
Developmentally appropriate: Studentsdevelopmental levels prescribe the learning environment and activities that areused.
Digital tools for grade 2: For example, computers, digitalcameras, software..
Digital tools for grades 4, 8, and 12: For example, computers, digital cameras, probing devices, software, cellphones, GPS, online communities, VOIP, and virtual conferences.
Electronic authoring tools: Software that facilitates onlinebook development (e.g., multimedia electronic book).
Mapping tools: For example, Google earth, Yahoomaps, and Google maps.
Media-rich: Multiple forms of digitalapplications in one product (e.g., graphic design, word processing, andspreadsheet).
Multimedia presentation: For example, movie, podcast, vlog.
Online discussion: UNICEF, Oracle, i-Earn, blogs,wikis.
Online learning community: For example, i-Earn, Ning, blogs,wikis, Second Life.
Operations and related applications: For example, savinga word processing file to a network drive, printing a spreadsheet.
Reverse engineer: To isolate the components of acompleted system.
Shared hosted services: For example, podcasts, videos, orvlogs.
Technologies: Medical, agricultural, and relatedbiotechnologies, energy and power technologies, information and communicationstechnologies, transportation technologies, manufacturing technologies, andconstruction technologies.
Virtual environments: For example, games, simulations,websites, blogs.
Web-based publication: For example, web pages, wikis,blogs, ezines.