The Integration of Information and Communication Technology
Transcript of The Integration of Information and Communication Technology
THE INTEGRATION OF INFORMATION AND
COMMUNICATIONTECHNOLOGY Within the Curriculum
2005
Education
THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM
© Crown Copyright, Province of Nova Scotia 2005
Prepared by the Department of Education, Learning Resources and Technology.
Contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purposes and full acknowledgement is given to the Nova Scotia Department of Education.
ACKNOWLEDGEMENTS
The Department of Education acknowledges with thanks the contribution of Nova Scotia School Board Technology Integration Staff and Nova Scotia teachers in the revision of this document.
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TABLE OF CONTENTSPurpose ..........................................................................................................................................4
Vision for the Integration of Information and Communication Technology Within the Curriculum ..................................................................................................................4
Rationale ........................................................................................................................................5
Meeting the Needs of All Learners ..................................................................................................6
Assessment .....................................................................................................................................7
Context of Students’ Information and Communication Technology Use ........................................7
Learning Outcomes Framework .....................................................................................................9
Essential Graduation Learnings ......................................................................................................9
Key-Stage Outcomes for the Integration of Information and Communication Technology Within the Curriculum ...............................................................................................13
Framework Strands for the Integration of Information and Communication Technology Learning Outcomes .......................................................................................................................13
Information and Communication Technology Integration Learning Outcomes Organized by Key-Stage
End of Grade 3 .........................................................................................................................16
End of Grade 6 .........................................................................................................................18
End of Grade 9 ..........................................................................................................................20
End of Grade 12 ........................................................................................................................22
Information and Communication Technology Integration Learning Outcomes Organized by Strand .....................................................................................................24
Basic Operations and Concepts: Grades Primary to 12 ..............................................................24
Social, Ethical, and Human Issues: Grades Primary to 12 ...........................................................26
Productivity: Grades Primary to 12 ............................................................................................28
Communication: Grades Primary to 12 ......................................................................................30
Research, Problem Solving, and Decision Making: Grades Primary to 12 ...................................33
ICT Integration Website Implementation Support .........................................................................34
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PURPOSE This document provides the foundation for the integration of information and communication technology within public school programs of Nova Scotia, and replaces the 1999 document Vision for the Integration of Information Technologies within the Nova Scotia Public School System.
VISION FOR THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUMInformation and Communication Technology (ICT) refers to the tools used to create, store, retrieve, and disseminate information (using a variety of media, among them computer-based media); data and information systems; networks; interactive telecommunications systems; curriculum software; and some forms of assistive technology. ICT also includes calculators, audio and video recordings and broadcasts; still images; and projections.
By its very nature, technology changes how people perceive a task or problem and how they deal with it. In general, technology also contributes to environmental, cultural, social, and economic change. Information and communication technology is simply one of the most pervasive and enabling technologies of many that have emerged.
The Nova Scotia Department of Education supports the deployment of ICT in classrooms and for school administration to sustain and improve learning. ICT best improves learning when it is accessible, flexible, responsive, participatory, and integrated thoroughly into all public school programs.
This vision enables students to achieve essential graduation learnings and curriculum outcomes through the selection and integration of appropriate information and communication technology within public school programs. To realize this vision, all students and teachers must have ongoing access to appropriate ICT within the classroom and school library or media centre. Students and school staff must use networked resources ethically, balancing access with student privacy and safety. The Department of Education’s Public School Program Network Access and Use Policy will help schools to establish guidelines for student computer use. It is available in English and French at the Document Depot of the Nova Scotia Department of Education’s website, http://ednet.ns.ca.
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RATIONALELearning sustains Nova Scotians as we develop culturally and economically. Our ability to understand and exploit ICT directly affects the quality of our lives and culture. Through the influence of ICT, Nova Scotian learners have the opportunity to access, use, and augment human knowledge more quickly and comprehensively than ever before. As citizens of the global community, we can interact with new peers and subject experts worldwide.
Information and communication technology is evolving at an exponential rate. Through ICT, students have access to a wealth of data to support their learning. In so far as access to and use of ICT is equitable, and while our pedagogical focus is the construction of meaning, educators are poised, as never before, to support students in learning experiences that shape and sustain their lives in meaningful ways.
ICT USED FOR EDUCATIONAL PURPOSES IN NOVA SCOTIA SHOULD BE SELECTED ON THE BASIS OF
• beliefs about learning generally held by the Nova Scotian educational community
• current learning theory
• the affordability and sustainability of the technology
• its educational value in relation to its cost
• equity of learner access
• acceptance of the technology in various learning contexts
Specialized courses such as Computer Programming 12, Communications Technology 11 and 12, Film and Video Production 12, and Multimedia 12 encourage students to explore more specific technology-dependent learning outcomes. These are described elsewhere, in the relevant curriculum guides. The ICT outcomes that follow in this document integrate ICT with curriculum in the daily delivery of Public School Programs.
Students have many ways of learning, understanding, and creating meaning. Learning activities and resources that engage these multiple ways of understanding allow more students to go beyond retaining and reproducing specific facts to develop their learning more fully.
For some students, ICT provides access to previously inaccessible curriculum. ICT also affords all learners sophisticated, cross-curricular learning opportunities when supported by changes in pedagogy and access to rich information. ICT offers a unique opportunity to adapt curriculum delivery to students’ learning strengths and preferences; to meet the needs of students with diverse cultural backgrounds; and to support the development of all students through unprecedented access to the diversity of human experience.
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WHEN USED PROPERLY, ICT • facilitates students’ communication, problem solving, decision making, and expression
• helps students to manipulate information so as to discover patterns and relationships and to con-struct meaning
• helps students formulate, in the pursuit of knowledge, both conclusions and complex questions for further research
• provides students with more immediate and broader access to a wider range of learning resources in support of the curriculum than can be offered by more conventional means
• provides students with special needs improved access to the learning environment
• develops in students multiple literacies for both the deconstruction and construction of a broad range of traditional print and new media texts
• allows more students to engage in research and to represent their learning in authentic ways
MEETING THE NEEDS OF ALL LEARNERSInformation and communication technology should be integrated within inclusive classrooms, where a wide variety of learning experiences ensures that all learners have equitable opportunities to reach their potential.
In designing ICT-integrated learning experiences for all students, teachers must consider their learning needs, preferences, and strengths, as well as their experiences, interests, and the values they bring to the classroom. Teachers promote social, cultural, racial, and gender equity when they encourage students to critically examine the texts, contexts, and environments they encounter in the classroom, in the community, and in the media. The integration of ICT within the learning program has the potential to increase such opportunities exponentially.
The integration of ICT in Nova Scotian classrooms should reflect the Department’s policies concerning special education and inclusion, as specified in its publications, Effective Special Education Programming and Services: Response to the Report of the Special Education Implementation Review Committee; Moving to Inclusion; Racial Equity Policy; Challenge for Excellence: Enrichment and Gifted Education Resource Guide and Special Education Policy Manual. These titles are available for downloading at the Document Depot of the Department of Education website, http://ednet.ns.ca.
ASSESSMENT A range of learning experiences, teaching and learning strategies, incentives, resources, and environments expand opportunities for all learners to experience success as they work toward achieving designated outcomes. Similarly, a variety of assessment practices provides multiple ways for students to demonstrate their achievements. Meaningful assessment practices value students’ learning processes as well as their products. Effective assessments generate, for both teachers and students, data about
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student learning that guides teachers’ instructional decisions and sets clear and supportive directions and purposes for students’ learning. To the extent that ICT meets those goals in context, it should be used to reflect students’ understanding and performance in relation to expected learning outcomes.
CONTEXT OF STUDENTS’ INFORMATION AND COMMUNICATION TECHNOLOGY USELifelong learning and employment in the information economy demand fluency and critical engagement with new media texts, capable data management, and decisions informed by data modelling and knowledge management.
Appropriate integration of ICT allows students to access and analyse effectively a wider range and a greater quantity of information in more media than ever before. ICT encourages students to reflect on their perceptions of time and space. They interact with one another and with the world beyond their schools in new ways that improve learning and sustain their achievement.
As ICT becomes further integrated into the curriculum, the talents and interests of students and teachers will be nurtured not only by those with whom they are in direct daily contact, but also by a broader community of fellow learners world-wide. This transformation has already begun in classrooms that effectively harness ICT for learning.
Because the best electronic communication systems are designed to be locally adaptable, individuals and communities using them participate as content providers and cultural arbiters. Through such systems, Nova Scotian teachers, students, and the community at large, can support one another’s growth and learning. For this reason, our pedagogy must consistently encourage students to develop and present what they have learned, ideally through the Department of Education’s wide area network, EDnet, which acts as a learning forum and gateway.
Through the wise use of ICT, students can more readily include the viewpoints of peers and experts beyond the school as they frame problems, investigate solutions, and make decisions. Such collaborations are beyond the typical capacity of an individual teacher in a school without ready access to ICT. Where electronic environments clearly demonstrate such advantages, they are clearly valuable.
However, mere ICT manipulation is not enough. Our pedagogy must shape and direct ICT use so that students achieve curriculum outcomes in a context of personal and social well-being. As teachers integrating current and emerging technology within education, we have an ethical responsibility to see that every application of technology develops and maintains, among learners, mutual respect and responsibility. While we develop intelligences and technical competency, we must also be concerned to nurture students’ sense of self-esteem and community. As educators, we must encourage students to evaluate information and communication technology ethically and to commit themselves to the ethical use of ICT.
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First, direct experience of the real world should take precedence over an ICT application whenever possible. While virtual experiences are often powerful and captivating, they are only mediated, indirect experiences. Teachers must assist students to examine their meaning critically and connect them cogently with real life. All learning experiences, virtual and otherwise, should help students to understand themselves, their communities, and the world.
Similarly, while information and communication technology is a tool for change, it should not become simply a tool for doing the same old thing differently. ICT should increase the volume, flexibility, and depth of both collaborations among students, teachers, and their peers, and interactions with outside resources and expertise. ICT communication tools should offer a rich palette of visual, linguistic, and other means by which students can investigate ideas and represent their understandings. To the extent that ICT achieves these goals, the balance of power within schools will change fundamentally, so that individual learners assume more responsibility for and greater control of their learning.
If students are to understand, in a sheer glut of information, the relationships between ideas and information, we educators must rededicate ourselves to the development of high-order problem-solving and decision-making skills, while we model appropriate uses of technology. Where educational ICT is effectively used, the pedagogical relationship between teacher and student is transformed. Teachers facilitate, mentor and coach. Students evaluate, apply, and create information to define and solve problems, rather than simply recall facts. Together, students and their teachers engage with diverse resources and expertise within and beyond their classrooms. In such a context, teachers can develop and use more flexible, more authentic strategies for teaching, learning and assessment.
As students grow and learn to assume adults responsibilities, their experiences with ICT must promote comprehensive multiple literacies, intellectual development, and ethical growth. The result should be self-respect; empathy towards human diversity; wisdom and understanding; and commitment to lifelong learning and the well-being of others.
The essence of learning lies in accessing, gathering, investigating, and managing data; problem solving; decision making; and creating and communicating new understandings in original works. Given strong learning partnerships between students and teachers, student access to a wide range of ICT resources will strengthen and support the implementation of all Nova Scotia curriculum.
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LEARNING OUTCOMES FRAMEWORKESSENTIAL GRADUATION LEARNINGSPublic school education in Nova Scotia has two major goals: to help all students develop to their full potential cognitively, affectively, physically and socially; and to help all students acquire the knowledge, attitudes, and skills necessary for them to continue as thinking, learning, physically active, valued members of society.
The Department of Education believes that these goals can best be reached if school communities help students to develop in certain areas of learning called essential graduation learnings. These areas cross traditional subject boundaries and are not the monopoly of any one discipline. The Department of Education has identified six areas of learning:
• aesthetic expression
• citizenship
• communication
• personal development
• problem solving
• technological competence
AESTHETIC EXPRESSION: Graduates will be able to respond with critical awareness to various forms of the arts and be able to express themselves through the arts.
The use of information and communication technology in classrooms will provide additional opportunities for students to respond to the arts and to develop aesthetic expression in any curriculum area.
Using ICT, they will, for example, be able to
• use software, in such areas as music composition and painting, to create their own art forms as a means of formulating and expressing ideas, perceptions, and feelings
• using e-mail, communicate with “artists in virtual residence” to develop their understanding of the contribution of the arts to daily life, cultural identity and diversity, and the economy
• access the World Wide Web to visit virtual museums and art galleries and to develop an apprecia-tion for cultural diversity in art forms
• work cooperatively with peers around the world to publish, share, and compare their works
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CITIZENSHIP: Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context.
The wide range of resources and access to materials reflecting many differing points of view that is available through the use of information and communication technology will provide students with a greater understanding of global interdependency. Whether they are accessing this information through studying language arts, science, or any other subject, technology provides enhanced access to numerous examples of interdependence at the local, regional, and global level.
Using ICT, they will, for example, be able to
• use simulation software to role play different perspectives on a global issue in order to develop understanding of the implications
• use e-mail and the Internet to communicate with experts regarding such issues as Canada’s politi-cal, social, and economic systems and their place in a global context
• use an online periodical database to enable them to explain the significance of the global econo-my on economic renewal and the development of society
• easily access primary and secondary sources of information through Internet websites that help increase understanding of the social, political, and economic forces that have shaped the past and present and apply those understandings in planning for the future
• through information collected via the World Wide Web, examine human rights issues and recog-nize forms of discrimination
• communicate with international e-pals to develop an understanding of cultures and identities and how these shape societies
COMMUNICATION: Graduates will be able to use the listening, viewing, speaking, reading and writing modes of language(s) and mathematical and scientific concepts and symbols to think, learn, and communicate effectively.
Communication is a key requirement in all curricular areas. The use of technology can enhance students’ ability and skill in communicating by providing access to other perspectives, and alternative ways of sharing and publishing their own ideas, learning, perceptions, and feelings.
Using ICT, they will, for example, be able to
• use simulation software to develop cooperative skills in sharing thoughts and ideas
• use “office suites,” including word processors, databases, and spreadsheets, to interpret, evaluate, and analyse data and information
• communicate with peers, including e-pals in order to explore, reflect on, and express their own ideas, learning, perceptions, and feelings
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• use data analysis software to demonstrate understanding of facts and relationships presented through words, numbers, symbols, graphs, and charts
• access experts, such as writers in virtual residence, to gain information or share insights and thoughts
• use technological communications methods, such as multimedia presentations, web pages, and edited videos, to explore, reflect on, and express their own ideas, learning, perceptions, and feel-ings
• use information collected through an online periodical database to evaluate and respond to dif-fering points of view
PERSONAL DEVELOPMENT: Graduates will be able to continue to learn and to pursue an active, healthy lifestyle.
Students using technology in their classes develop an understanding of the ethical concerns surrounding the use of global shared resources like the World Wide Web. They will become increasingly aware of how their own decisions will affect them, both personally and in their careers.
Using ICT, they will, for example, be able to
• use LifeWork portfolios (in paper, electronic, and web-based forms) to demonstrate preparedness for the transition to work and further learning
• use simulation software to provide opportunities to work in groups to make decisions and take responsibility for those decisions
• develop an understanding of the ethical concerns surrounding the use of globally shared resourc-es like the World Wide Web and their effect on society
• use the Internet to access resources and people from around the world to develop curiosity and take control of their learning
• share information through email and other forums to develop and hone coping and interpersonal skills to enable them to work and study purposefully both independently and in groups
• recognize the need for interdependence in terms of global information and knowledge sharing
PROBLEM SOLVING: Graduates will be able to use the strategies and processes needed to solve a wide variety of problems, including those requiring language and mathematical and scientific concepts.
The ability to gather information, develop solutions, and make decisions is vital for our students. The use of technology within their classes will provide students with additional tools and resources to assist them in these tasks.
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Using ICT, they will, for example, be able to
• use an online periodical database to acquire, process, and interpret information critically to make informed decisions
• use the Internet and e-mail to access experts and specialists to provide additional information and insights that may further develop their critical analysis of information so they can make informed decisions about authentic problems
• use data acquisition tools and software to collect, analyse, and interpret scientific or mathemati-cal data to support their investigations
• access relevant and current statistical information about Canadians and our society in order to observe relationships and make inferences
• access information worldwide reflecting varying points of view through online periodical data-bases and the Internet to identify, describe, and interpret different points of view and to distin-guish fact from opinion
TECHNOLOGICAL COMPETENCE: Graduates will be able to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems.
Embedding information and communication technology within each curriculum area will ensure that students become competent and comfortable users of information and communication technology. They gain knowledge about technology itself and the effects of technological change on society and their lives.
Using ICT, they will, for example, be able to
• utilize technical resources, such as the Internet, to gather information, satisfy curiosity, experi-ment with processes and ideas, and solve problems
• recognize that technology is intrinsic to locating, evaluating, adapting, creating, and sharing information
• develop, strengthen, and apply critical thinking skills through the use of ICT
• develop familiarity with ICT and technological tools and the impact on culture, society, and natural and built environments
• demonstrate understanding of ethical issues related to the use of technology in a local and global context
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KEY-STAGE OUTCOMES FOR THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN PUBLIC SCHOOL PROGRAMSKey-stage outcomes are cumulative. Teachers should be familiar with outcomes at all stages to understand fully the development of any given outcome or to match learning experiences and curriculum outcomes. The key-stage outcomes represent what is intended or what is expected at the end of that stage. At the end of a particular key-stage some students will have fully achieved the intended outcome while others will not. While the outcomes are intended for all students, it is acknowledged that different students will achieve these outcomes in different ways and to a different depth and breadth depending on interest, ability, and context.
Students will demonstrate expected performance levels in five ICT-based learning outcome areas, within the context of essential graduation learnings and outcomes specified for the Public School Program as a whole. These outcomes reflect reasonable expectations for students at the key stages of 3, 6, 9, and 12 with regular classroom access to ICT.
FRAMEWORK STRANDS FOR THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY LEARNING OUTCOMESThere are five strands in the learning outcomes framework for the integration of information and communication technology within Public School Programs.
1. BASIC OPERATIONS AND CONCEPTS
Concepts and skills associated with the safe, efficient operation of a range of information and communication technology.
2. SOCIAL, ETHICAL, AND HUMAN ISSUES
The understanding associated with the use of ICT, which encourages in students a commitment to pursue personal and social good, particularly to build and improve their learning environments and to foster stronger relationships with their peers and others who support their learning.
3. PRODUCTIVITY
The efficient selection and use of ICT to perform tasks such as
• the exploration of ideas
• data collection
• data manipulation, including the discovery of patterns and relationships
• problem solving
• the representation of learning
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4. COMMUNICATION
Specific, interactive technology use supports student collaboration and sharing through communication.
5. RESEARCH, PROBLEM SOLVING, AND DECISION MAKING
Students’ organization, reasoning, and evaluation of their learning rationalize their use of information and communication technology.
The Department of Education and school boards continue their commitment to the following five requirements so that student achievement of learning outcomes through the successful integration of ICT is realized.
• Integration of ICT within curriculum and program documents
• Teacher professional development focused on the integration of ICT for learning and instruction
• Quality curriculum and utility/tool software for learning and instruction
• A sustainable plan for the acquisition and refresh of ICT
• Technical support, networking, and Internet access
THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY
WITHIN THE CURRICULUM
ORGANIZED BY KEY-STAGE ORGANIZED BY STRAND
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d gr
aphs
RPS
D 3
.3
crea
te a
nd a
naly
se e
lect
roni
c ch
arts
, map
s, a
nd g
raph
s to
pr
edic
t pat
tern
s an
d re
lati
on-
ship
s in
info
rmat
ion,
and
to
supp
ort d
ecis
ion-
mak
ing
RPS
D 3
.4
com
plet
e sh
ort,
clea
rly
de-
fined
res
earc
h ta
sks,
ass
essi
ng
info
rmat
ion
sele
cted
from
se
vera
l sou
rces
bey
ond
pape
r an
d pr
int-
base
d m
edia
, wit
h te
ache
r as
sist
ance
RPS
D 3
.5
ackn
owle
dge
the
sour
ces
of
thei
r in
form
atio
n us
ing
sim
ple
cita
tion
form
ats,
wit
h te
ache
r as
sist
ance
BASI
C O
PERA
TIO
NS
& C
ON
CEP
TSSO
CIA
L, E
THIC
AL,
& H
UM
AN
ISSU
ES
PRO
DU
CTI
VIT
YC
OM
MU
NIC
ATIO
N
BY T
HE
END O
F G
RA
DE
3
Stud
ents
will
be
expe
cted
to
RES
EAR
CH, P
RO
BLE
M S
OLV
ING, &
D
ECIS
ION M
AK
ING
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY K
EY-S
TAG
E
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
17
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
BO
C 3
.5
unde
rsta
nd a
nd u
se b
asic
ter-
min
olog
y re
late
d to
the
info
r-m
atio
n an
d co
mm
unic
atio
n te
chno
logy
(IC
T)
they
are
usi
ng
at th
eir
curr
ent g
rade
leve
l
BO
C 3
.6
repo
rt m
alfu
ncti
onin
g eq
uip-
men
t to
the
teac
her
PTS
6.1
(REL
ATES
TO
3.1
)se
lect
from
a r
ange
of m
edia
an
d so
ftw
are
to b
est r
epre
-se
nt th
e co
nten
t and
pur
pose
of
thei
r le
arni
ng w
ith
grow
-in
g in
depe
nden
ce
PTS
6.2
(REL
ATES
TO
3.2
)id
enti
fy a
nd d
escr
ibe
diff
er-
ent w
ays
in w
hich
info
rma-
tion
ava
ilabl
e fo
r us
e at
this
le
vel c
an b
e cr
eate
d, s
tore
d,
used
, rep
rese
nted
, and
tr
ansm
itte
d w
ith
grow
ing
inde
pend
ence
PTS
6.3
(REL
ATES
TO
3.3
)co
llabo
rate
wit
h th
e te
ache
r an
d pe
ers
to u
se s
oftw
are
to b
rain
stor
m, d
evel
op a
th
ough
t web
, and
out
line
idea
s un
der
stud
y
PTS
6.4
(REL
ATES
TO
3.1
. 3.3
)co
nduc
t sim
ple
rese
arch
, th
en p
lan
and
crea
te a
re
pres
enta
tion
of t
heir
lear
n-in
g, s
uch
as a
sto
rybo
ard,
a
mul
tim
edia
pre
sent
atio
n, a
n au
dio
reco
rdin
g, a
web
pag
e,
or a
pri
nt p
ublic
atio
n in
de-
pend
ently
and
in c
olla
bora
-ti
on w
ith
othe
rs
BASI
C O
PERA
TIO
NS
& C
ON
CEP
TSSO
CIA
L, E
THIC
AL,
& H
UM
AN
ISSU
ES
PRO
DU
CTI
VIT
YC
OM
MU
NIC
ATIO
N
BY T
HE
END O
F G
RA
DE
6, IN
AD
DIT
ION T
O T
HE
GR
AD
E 3
OU
TCO
MES
Stud
ents
will
be
expe
cted
to
RES
EAR
CH, P
RO
BLE
M S
OLV
ING, &
D
ECIS
ION M
AK
ING
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY K
EY-S
TAG
E
CT
6.1
(REL
ATES
TO
3.1
, 3.2
)co
ntri
bute
to a
nd le
arn
from
on
line
disc
ussi
ons
and
web
site
s de
sign
ed fo
r st
uden
t cur
ricu
lum
us
e, w
ith
teac
her
supe
rvis
ion
and
assi
stan
ce
CT
6.2
(REL
ATES
TO
3.1
, 3.3
)se
nd a
nd r
ecei
ve e
lect
roni
c m
ail
for
curr
icul
um p
urpo
ses,
and
ex
chan
ge fi
les
of c
urri
culu
m-r
e-la
ted
info
rmat
ion,
wit
h te
ache
r as
sist
ance
and
dir
ecti
on
CT
6.3
(REL
ATES
TO
3.2
, 3.3
)cr
eate
, pro
cess
, and
rep
rese
nt
thei
r le
arni
ng u
sing
lang
uage
, co
nven
tion
s, a
nd p
roce
dure
s as
-so
ciat
ed w
ith
educ
atio
nal m
edia
an
d in
form
atio
n an
d co
mm
uni-
cati
on te
chno
logy
, wit
h te
ache
r as
sist
ance
CT
6.4
(REL
ATES
TO
3.3
)id
enti
fy a
nd g
ive
spec
ific
ex-
ampl
es o
f ho
w fo
rm, s
tand
ards
, co
nven
tion
s, a
nd m
etho
ds o
f in
form
atio
n tr
ansm
issi
on a
ffec
t st
uden
ts th
eir
age
CT
6.5
(REL
ATES
TO
3.3
)un
ders
tand
and
app
ly b
asic
pr
inci
ples
of d
esig
n an
d st
yle
in
repr
esen
ting
thei
r le
arni
ng
SEH
I 6.1
(REL
ATES
TO
3.1
)sh
are
info
rmat
ion
reso
urce
s,
med
ia e
quip
men
t and
com
-pu
ter
equi
pmen
t
SEH
I 6.2
(REL
ATES
TO
3.2
)de
mon
stra
te r
espe
ct fo
r th
e pr
ivac
y an
d in
telle
ctua
l pro
p-er
ty o
f oth
ers,
mai
ntai
n th
eir
pers
onal
pri
vacy
and
saf
ety
SEH
I 6.3
(REL
ATES
TO
3.2
)be
gin
to id
enti
fy s
ocia
l and
et
hica
l iss
ues
asso
ciat
ed w
ith
the
glob
al a
cces
s an
d di
stri
bu-
tion
of i
nfor
mat
ion;
and
to
deve
lop
conc
ern
for
the
accu
-ra
cy o
f inf
orm
atio
n, p
erso
nal
priv
acy
and
safe
ty w
hen
in
elec
tron
ic e
nvir
onm
ents
suc
h as
Int
erne
t, w
ith
the
assi
stan
ce
of th
e te
ache
r
SEH
I 6.4
(REL
ATES
TO
3.3
)id
enti
fy c
hang
es in
the
way
s th
at in
form
atio
n is
col
lect
ed,
repr
esen
ted
and
tran
smit
ted,
an
d th
e im
pact
s su
ch c
hang
es
have
on
indi
vidu
als,
com
mu-
niti
es, a
nd c
ultu
res
RPS
D 6
.1 (R
ELAT
ES T
O 3
.1)
loca
te r
elev
ant i
nfor
mat
ion
by
usin
g th
e ap
prop
riat
e or
gani
-za
tion
al fe
atur
es o
f and
sea
rch
stra
tegi
es a
pplic
able
to b
ooks
, ot
her
prin
t, au
dio
CD
s, v
ideo
s,
com
pute
r so
ftw
are,
mul
tim
e-di
a, o
nlin
e pe
riod
ical
s, a
nd th
e In
tern
et, w
ith
som
e te
ache
r as
sist
ance
RPS
D 6
.2 (R
ELAT
ES T
O 3
.2, 3
.3)
use
appr
opri
ate
tech
nolo
gica
l to
ols
for
conc
ept m
appi
ng,
prob
lem
sol
ving
, obs
erva
tion
, m
easu
rem
ent,
calc
ulat
ion,
gr
aphi
ng a
nd c
hart
ing
to e
x-pl
ore
conc
epts
und
er s
tudy
RPS
D 6
.3 (R
ELAT
ES T
O 3
.1, 3
.2,
3.3)
use
rese
arch
info
rmat
ion
to
supp
ort a
rgum
ents
, wit
h te
ache
r su
ppor
t
RPS
D 6
.4 (R
ELAT
ES T
O 3
.4)
com
plet
e sh
ort,
clea
rly
defin
ed
rese
arch
task
s, a
sses
sing
in-
form
atio
n se
lect
ed fr
om s
ev-
eral
sou
rces
bey
ond
pape
r an
d pr
int-
base
d m
edia
, wit
h so
me
teac
her
assi
stan
ce
BO
C 6
.1 (R
ELAT
ES T
O 3
.1)
safe
ly u
se s
choo
l med
ia a
nd
com
pute
r eq
uipm
ent,
and
soft
-w
are
to s
uppo
rt th
eir
lear
ning
, w
ith
grow
ing
inde
pend
ence
BO
C 6
.2 (R
ELAT
ES T
O 3
.2)
use
and
crea
te in
form
atio
n te
xts
in a
ran
ge o
f med
ia, u
s-in
g sp
ecia
lized
text
feat
ures
of
thos
e m
edia
to s
uppo
rt th
e co
mm
unic
atio
n, w
ith
teac
her
assi
stan
ce
BO
C 6
.3 (R
ELAT
ES T
O 3
.3)
dem
onst
rate
eff
ecti
ve u
se o
f co
mpu
ter
keyb
oard
s, m
ice,
and
ot
her
inpu
t dev
ices
to p
rodu
ce
final
doc
umen
ts a
nd p
rese
nta-
tion
s
BO
C 6
.4 (R
ELAT
ES T
O 3
.4, 3
.4)
mai
ntai
n th
eir
elec
tron
ic fi
les
and
fold
ers
on th
e co
mpu
ter
syst
em a
nd n
et-w
ork
BO
C 6
.5 (R
ELAT
ES T
O 3
.4)
safe
ly e
xcha
nge
elec
tron
ic m
ail
and
atta
chm
ents
wit
h st
uden
ts
and
othe
rs s
elec
ted
by th
e te
ache
r fo
r cu
rric
ulum
res
earc
h an
d co
mm
unic
atio
n pu
rpos
es,
wit
h te
ache
r su
perv
isio
n
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
19
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
BO
C 6
.6 (R
ELAT
ES T
O 3
.5)
unde
rsta
nd a
nd u
se w
ith
incr
easi
ng fa
cilit
y, a
wid
e ra
nge
of te
rmin
olog
y re
late
d to
the
tech
nolo
gy th
ey e
mpl
oy d
urin
g th
eir
stud
ies
BO
C 6
.7 (R
ELAT
ES T
O 3
.6)
repo
rt m
alfu
ncti
onin
g eq
uip-
men
t to
the
teac
her,
and
to
prov
ide
anec
dota
l inf
orm
atio
n th
at m
ay b
e of
hel
p to
mai
nte-
nanc
e te
chni
cian
s
SEH
I 6.5
(REL
ATES
TO
3.3
)id
enti
fy a
nd u
se th
e so
cial
co
nven
tion
s of
onl
ine
com
-m
unic
atio
n du
ring
Int
erne
t co
mm
unic
atio
n
SEH
I 6.6
(REL
ATES
TO
3.4
)id
enti
fy a
nd g
ive
spec
ific
exam
ples
whe
re c
ultu
ral v
alue
s an
d ex
peri
ence
s in
fluen
ce th
e in
form
atio
n an
d en
tert
ainm
ent
prod
ucts
they
use
SEH
I 6.7
(REL
ATES
TO
3.5
) in
clud
e in
thei
r ow
n w
ork
the
copy
righ
ted
mat
eria
ls o
f oth
ers
only
whe
n pe
rmis
sion
to d
o so
ha
s be
en r
ecei
ved
SEH
I 6.8
(R
ELAT
ES T
O 3
.6)
follo
w th
e Pu
blic
Sch
ool P
ro-
gram
Net
wor
k A
cces
s and
Use
Po
licy
PTS
6.5
(REL
ATES
TO
3.4
) re
cord
and
edi
t sti
ll im
-ag
ed, m
ovin
g im
ages
, and
so
und
to r
epre
sent
thei
r le
arni
ng to
par
ticu
lar
audi
ence
s, w
ith
teac
her
assi
stan
ce
PTS
6.6
(REL
ATES
3.1
, 3.3
)cr
eate
nav
igab
le w
eb p
ages
an
d ot
her
form
s of
mul
ti-
med
ia w
hich
inco
rpor
ate
text
, sti
ll an
d m
ovin
g im
-ag
es, a
nd li
nks
to e
xter
nal
reso
urce
s in
depe
nden
tly
and
in c
olla
bora
tion
wit
h ot
hers
PTS
6.7
(REL
ATES
TO
3.1
, 3.3
)cr
eate
sim
ple
data
base
s of
in
form
atio
n w
hich
they
qu
ery
to d
isco
ver
info
rma-
tion
pat
tern
s an
d re
lati
on-
ship
s du
ring
res
earc
h
RPS
D 6
.5 (R
ELAT
ES T
O 3
.5)
ackn
owle
dge
the
sour
ces
of
thei
r in
form
atio
n us
ing
sim
ple
cita
tion
form
ats,
wit
h
inde
pend
ence
PTS
6.1
(REL
ATES
TO
3.1
)se
lect
from
a r
ange
of m
edia
an
d so
ftw
are
to b
est r
epre
-se
nt th
e co
nten
t and
pur
pose
of
thei
r le
arni
ng w
ith
grow
-in
g in
depe
nden
ce
PTS
6.2
(REL
ATES
TO
3.2
)id
enti
fy a
nd d
escr
ibe
diff
er-
ent w
ays
in w
hich
info
rma-
tion
ava
ilabl
e fo
r us
e at
this
le
vel c
an b
e cr
eate
d, s
tore
d,
used
, rep
rese
nted
, and
tr
ansm
itte
d w
ith
grow
ing
inde
pend
ence
PTS
6.3
(REL
ATES
TO
3.3
)co
llabo
rate
wit
h th
e te
ache
r an
d pe
ers
to u
se s
oftw
are
to b
rain
stor
m, d
evel
op a
th
ough
t web
, and
out
line
idea
s un
der
stud
y
PTS
6.4
(REL
ATES
TO
3.1
. 3.3
)co
nduc
t sim
ple
rese
arch
, th
en p
lan
and
crea
te a
re
pres
enta
tion
of t
heir
lear
n-in
g, s
uch
as a
sto
rybo
ard,
a
mul
tim
edia
pre
sent
atio
n, a
n au
dio
reco
rdin
g, a
web
pag
e,
or a
pri
nt p
ublic
atio
n in
de-
pend
ently
and
in c
olla
bora
-ti
on w
ith
othe
rs
BASI
C O
PERA
TIO
NS
& C
ON
CEP
TSSO
CIA
L, E
THIC
AL,
& H
UM
AN
ISSU
ES
PRO
DU
CTI
VIT
YC
OM
MU
NIC
ATIO
N
BY T
HE
END O
F G
RA
DE
6, IN
AD
DIT
ION T
O T
HE
GR
AD
E 3
OU
TCO
MES
Stud
ents
will
be
expe
cted
to
RES
EAR
CH, P
RO
BLE
M S
OLV
ING, &
D
ECIS
ION M
AK
ING
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY K
EY-S
TAG
E
CT
6.1
(REL
ATES
TO
3.1
, 3.2
)co
ntri
bute
to a
nd le
arn
from
on
line
disc
ussi
ons
and
web
site
s de
sign
ed fo
r st
uden
t cur
ricu
lum
us
e, w
ith
teac
her
supe
rvis
ion
and
assi
stan
ce
CT
6.2
(REL
ATES
TO
3.1
, 3.3
)se
nd a
nd r
ecei
ve e
lect
roni
c m
ail
for
curr
icul
um p
urpo
ses,
and
ex
chan
ge fi
les
of c
urri
culu
m-r
e-la
ted
info
rmat
ion,
wit
h te
ache
r as
sist
ance
and
dir
ecti
on
CT
6.3
(REL
ATES
TO
3.2
, 3.3
)cr
eate
, pro
cess
, and
rep
rese
nt
thei
r le
arni
ng u
sing
lang
uage
, co
nven
tion
s, a
nd p
roce
dure
s as
-so
ciat
ed w
ith
educ
atio
nal m
edia
an
d in
form
atio
n an
d co
mm
uni-
cati
on te
chno
logy
, wit
h te
ache
r as
sist
ance
CT
6.4
(REL
ATES
TO
3.3
)id
enti
fy a
nd g
ive
spec
ific
ex-
ampl
es o
f ho
w fo
rm, s
tand
ards
, co
nven
tion
s, a
nd m
etho
ds o
f in
form
atio
n tr
ansm
issi
on a
ffec
t st
uden
ts th
eir
age
CT
6.5
(REL
ATES
TO
3.3
)un
ders
tand
and
app
ly b
asic
pr
inci
ples
of d
esig
n an
d st
yle
in
repr
esen
ting
thei
r le
arni
ng
SEH
I 6.1
(REL
ATES
TO
3.1
)sh
are
info
rmat
ion
reso
urce
s,
med
ia e
quip
men
t and
com
-pu
ter
equi
pmen
t
SEH
I 6.2
(REL
ATES
TO
3.2
)de
mon
stra
te r
espe
ct fo
r th
e pr
ivac
y an
d in
telle
ctua
l pro
p-er
ty o
f oth
ers,
mai
ntai
n th
eir
pers
onal
pri
vacy
and
saf
ety
SEH
I 6.3
(REL
ATES
TO
3.2
)be
gin
to id
enti
fy s
ocia
l and
et
hica
l iss
ues
asso
ciat
ed w
ith
the
glob
al a
cces
s an
d di
stri
bu-
tion
of i
nfor
mat
ion;
and
to
deve
lop
conc
ern
for
the
accu
-ra
cy o
f inf
orm
atio
n, p
erso
nal
priv
acy
and
safe
ty w
hen
in
elec
tron
ic e
nvir
onm
ents
suc
h as
Int
erne
t, w
ith
the
assi
stan
ce
of th
e te
ache
r
SEH
I 6.4
(REL
ATES
TO
3.3
)id
enti
fy c
hang
es in
the
way
s th
at in
form
atio
n is
col
lect
ed,
repr
esen
ted
and
tran
smit
ted,
an
d th
e im
pact
s su
ch c
hang
es
have
on
indi
vidu
als,
com
mu-
niti
es, a
nd c
ultu
res
RPS
D 6
.1 (R
ELAT
ES T
O 3
.1)
loca
te r
elev
ant i
nfor
mat
ion
by
usin
g th
e ap
prop
riat
e or
gani
-za
tion
al fe
atur
es o
f and
sea
rch
stra
tegi
es a
pplic
able
to b
ooks
, ot
her
prin
t, au
dio
CD
s, v
ideo
s,
com
pute
r so
ftw
are,
mul
tim
e-di
a, o
nlin
e pe
riod
ical
s, a
nd th
e In
tern
et, w
ith
som
e te
ache
r as
sist
ance
RPS
D 6
.2 (R
ELAT
ES T
O 3
.2, 3
.3)
use
appr
opri
ate
tech
nolo
gica
l to
ols
for
conc
ept m
appi
ng,
prob
lem
sol
ving
, obs
erva
tion
, m
easu
rem
ent,
calc
ulat
ion,
gr
aphi
ng a
nd c
hart
ing
to e
x-pl
ore
conc
epts
und
er s
tudy
RPS
D 6
.3 (R
ELAT
ES T
O 3
.1, 3
.2,
3.3)
use
rese
arch
info
rmat
ion
to
supp
ort a
rgum
ents
, wit
h te
ache
r su
ppor
t
RPS
D 6
.4 (R
ELAT
ES T
O 3
.4)
com
plet
e sh
ort,
clea
rly
defin
ed
rese
arch
task
s, a
sses
sing
in-
form
atio
n se
lect
ed fr
om s
ev-
eral
sou
rces
bey
ond
pape
r an
d pr
int-
base
d m
edia
, wit
h so
me
teac
her
assi
stan
ce
BO
C 6
.1 (R
ELAT
ES T
O 3
.1)
safe
ly u
se s
choo
l med
ia a
nd
com
pute
r eq
uipm
ent,
and
soft
-w
are
to s
uppo
rt th
eir
lear
ning
, w
ith
grow
ing
inde
pend
ence
BO
C 6
.2 (R
ELAT
ES T
O 3
.2)
use
and
crea
te in
form
atio
n te
xts
in a
ran
ge o
f med
ia, u
s-in
g sp
ecia
lized
text
feat
ures
of
thos
e m
edia
to s
uppo
rt th
e co
mm
unic
atio
n, w
ith
teac
her
assi
stan
ce
BO
C 6
.3 (R
ELAT
ES T
O 3
.3)
dem
onst
rate
eff
ecti
ve u
se o
f co
mpu
ter
keyb
oard
s, m
ice,
and
ot
her
inpu
t dev
ices
to p
rodu
ce
final
doc
umen
ts a
nd p
rese
nta-
tion
s
BO
C 6
.4 (R
ELAT
ES T
O 3
.4, 3
.4)
mai
ntai
n th
eir
elec
tron
ic fi
les
and
fold
ers
on th
e co
mpu
ter
syst
em a
nd n
et-w
ork
BO
C 6
.5 (R
ELAT
ES T
O 3
.4)
safe
ly e
xcha
nge
elec
tron
ic m
ail
and
atta
chm
ents
wit
h st
uden
ts
and
othe
rs s
elec
ted
by th
e te
ache
r fo
r cu
rric
ulum
res
earc
h an
d co
mm
unic
atio
n pu
rpos
es,
wit
h te
ache
r su
perv
isio
n
BASI
C O
PERA
TIO
NS
& C
ON
CEP
TSSO
CIA
L, E
THIC
AL,
& H
UM
AN
ISSU
ES
PRO
DU
CTI
VIT
YC
OM
MU
NIC
ATIO
N
BY T
HE
END O
F G
RA
DE
9, IN
AD
DIT
ION T
O T
HE
GR
AD
E 6
OU
TCO
MES
Stud
ents
will
be
expe
cted
to
RES
EAR
CH, P
RO
BLE
M S
OLV
ING, &
D
ECIS
ION M
AK
ING
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY K
EY-S
TAG
E
BO
C 9
.1 (R
ELAT
ES T
O 6
.1)
oper
ate
a w
ide
vari
ety
of
scho
ol m
edia
, com
pute
r, an
d ot
her
educ
atio
nally
app
ropr
i-at
e eq
uipm
ent f
or le
arni
ng,
com
mun
icat
ion,
and
the
rep-
rese
ntat
ion
of th
eir
lear
ning
, in
depe
nden
tly a
nd s
afel
y w
ith
teac
her
supe
rvis
ion
BO
C 9
.2 (R
ELAT
ES T
O 6
.2)
use
and
crea
te in
form
atio
n te
xts
in a
ran
ge o
f med
ia, u
s-in
g sp
ecia
lized
text
feat
ures
of
thos
e m
edia
to s
uppo
rt th
e co
mm
unic
atio
n, w
ith
teac
her
assi
stan
ce
BO
C 9
.3 (R
ELAT
ES T
O 6
.3)
dem
onst
rate
com
fort
wit
h ke
y-bo
ardi
ng a
nd m
anip
ulat
ion
of
com
pute
r in
put a
nd p
erip
hera
l de
vice
s as
they
wor
k
BO
C 9
.4 (R
ELAT
ES T
O 6
.4)
man
age
thei
r el
ectr
onic
file
s an
d co
rres
pond
ence
effi
cien
tly
BO
C 9
.5 (R
ELAT
ES T
O 6
.1, 6
.2,
6.3,
6.4
) fr
om a
ran
ge o
f res
ourc
e op
-ti
ons,
kno
wle
dgea
bly
sele
ct,
man
age,
and
use
tech
nolo
gica
l re
sour
ces
to s
olve
cur
ricu
lum
pr
oble
ms
and
enha
nce
thei
r le
arni
ng, w
ith
teac
her
guid
ance
SEH
I 9.1
(REL
ATES
TO
6.1
, 6.2
, 6.
3)de
mon
stra
te u
nder
stan
ding
of
the
natu
re o
f tec
hnol
ogy
and
its
impa
cts
on d
iffer
ent s
ocie
t-ie
s an
d en
viro
nmen
ts; u
sing
te
chno
logy
, in
loca
l and
glo
bal
cont
exts
, wit
h du
e re
gard
for
the
lega
l and
hum
an r
ight
s of
ot
hers
SEH
I 9.2
(REL
ATES
TO
6.3
, 6.4
, 6.
5, 6
.6)
iden
tify
and
dem
onst
rate
the
valu
es a
nd te
chni
ques
of m
ass
med
ia, p
opul
ar c
ultu
re, a
nd
elec
tron
ic in
form
atio
n en
vi-
ronm
ents
, and
eva
luat
e th
e ef
fect
s of
thes
e te
chni
ques
SEH
I 9.3
(REL
ATES
TO
6.7
, 6.8
) un
ders
tand
, mod
el, a
nd a
s-su
me
pers
onal
res
pons
ibili
ty
for
the
acce
ptab
le u
se o
f cop
y-ri
ghte
d an
d ot
her
info
rmat
ion
reso
urce
s
PTS
9.1
(REL
ATES
TO
6.3
)us
e so
ftw
are
to b
rain
stor
m,
deve
lop
a th
ough
t web
, ou
tline
, and
map
idea
s un
der
stud
y w
ith
in
depe
nden
ce
PTS
9.2
(REL
ATES
TO
6.1
, 6.2
, 6.
4, 6
.5)
expl
ore
curr
icul
um c
on-
cept
s un
der
stud
y us
-in
g sp
ecia
lized
sof
twar
e;
mea
suri
ng, s
ampl
ing
and
reco
rdin
g eq
uipm
ent;
and
com
pute
r-ba
sed
sim
ula-
tion
s, w
ith
teac
her
as
sist
ance
PTS
9.3
(REL
ATES
TO
6.1
, 6.2
, 6.
4, 6
.5, 6
.7)
expl
ore
the
curr
icul
um
thro
ugh
a w
ide
rang
e of
pr
int a
nd e
lect
roni
c fo
rms;
ac
cess
ing
and
proc
essi
ng
info
rmat
ion
by m
eans
of
the
spec
ializ
ed te
chni
ques
as
soci
ated
wit
h th
e te
chno
l-og
y th
ey s
elec
t
CT
9.1
(REL
ATES
TO
6.3
, 6.5
)us
e la
ngua
ge, i
n a
rang
e of
au-
ral,
prin
t, m
edia
, and
ele
ctro
nic
form
s to
exp
lore
and
exp
ress
th
eir
perc
epti
ons,
feel
ings
, ide
as
and
atti
tude
s; r
efine
thei
r th
ink-
ing;
and
inte
ract
, neg
otia
te, a
nd
colla
bora
te w
ith
othe
rs in
ord
er
to b
uild
thei
r un
ders
tand
ing
CT
9.2
(REL
ATES
TO
6.1
)de
sign
and
bui
ld in
tran
et o
r In
tern
et w
ebsi
tes
of s
tude
nt-
prod
uced
pag
es a
bout
a c
ur-
ricu
lum
topi
c, in
sm
all g
roup
s w
ith
teac
her
supe
rvis
ion
CT
9.3
(REL
ATES
TO
6.1
-6.5
)cr
itic
ally
eva
luat
e ho
w s
tyle
, fo
rm, s
ourc
e, a
nd m
ediu
m
influ
ence
the
acce
ssib
ility
, val
id-
ity
and
mea
ning
of i
nfor
mat
ion
wit
h in
depe
nden
ce
RPS
D 9
.1 (R
ELAT
ES T
O 6
.2)
sele
ct a
ppro
pria
te m
easu
ring
an
d re
cord
ing
devi
ces
and/
or
soft
war
e to
col
lect
dat
a, d
is-
cove
r pa
tter
ns o
f cha
nge
over
ti
me,
sol
ve p
robl
ems
and
mak
e lo
gica
l dec
isio
ns b
ased
on
thei
r in
vest
igat
ions
; wit
h te
ache
r as
sist
ance
RPS
D 9
.2 (R
ELAT
ES T
O 6
.1, 6
.2)
crea
te a
nd u
se e
lect
roni
c ch
arts
, m
aps,
tabl
es, g
raph
s, s
prea
d-sh
eets
, and
dat
abas
es to
col
lect
, an
alys
e an
d di
spla
y da
ta in
de-
pend
ently
RPS
D 9
.3 (R
ELAT
ES T
O 6
.1, 6
.2)
wri
te a
nd r
epre
sent
thei
r re
sear
ch u
sing
the
stru
ctur
es,
feat
ures
, con
vent
ions
, and
tech
-ni
ques
of s
peci
aliz
ed p
ublic
a-ti
on a
nd p
rese
ntat
ion
form
ats
wit
h gr
owin
g flu
ency
RPS
D 9
.4 (R
ELAT
ES T
O 6
.3, 6
.4)
asse
ss th
e qu
alit
y, c
ompr
e-he
nsiv
enes
s, b
iase
s, a
nd p
er-
spec
tive
s of
pri
nt, m
edia
and
el
ectr
onic
res
ourc
es fo
r us
e in
th
eir
curr
icul
ar s
tudi
es, w
ith
teac
her
guid
ance
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
21
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
BO
C 9
.6 (R
ELAT
ES T
O 6
.6)
unde
rsta
nd a
nd u
se a
wid
e ra
nge
of te
rmin
olog
y re
late
d to
the
tech
nolo
gy th
ey u
se fo
r le
arni
ng
BO
C 9
.7 (R
ELAT
ES T
O 6
.7)
wor
k sa
fely
as
they
use
IC
T,
appl
ying
bas
ic tr
oubl
esho
otin
g te
chni
ques
to a
sses
s eq
uipm
ent
and
soft
war
e pr
oble
ms
that
af
fect
thei
r us
e of
IC
T; t
hen
prov
ide
anec
dota
l inf
orm
a-ti
on w
hich
may
be
of h
elp
to
mai
nten
ance
tech
nici
ans
SEH
I 9.4
(REL
ATES
TO
6.2
, 6.7
, 6.
8)
dem
onst
rate
an
unde
rsta
nd-
ing
of, a
nd a
com
mit
men
t to,
ac
cura
cy, e
thic
al b
ehav
iour
, an
d pe
rson
al p
riva
cy a
nd s
afet
y as
they
cre
ate
and
dist
ribu
te
info
rmat
ion
abou
t the
mse
lves
, ot
hers
, and
cur
ricu
lum
topi
cs
unde
r st
udy
SEH
I 9.5
(REL
ATES
TO
6.2
, 6.7
, 6.
8)
iden
tify
tech
nolo
gy-r
elat
ed c
a-re
er o
ppor
tuni
ties
of p
erso
nal
inte
rest
, and
beg
in to
ass
ess
thei
r st
reng
ths
and
inte
rest
s w
ith
resp
ect t
o te
chno
logy
SEH
I 9.6
(REL
ATES
TO
6.8
)fo
llow
the
Publ
ic S
choo
l Pro
-gr
am N
etw
ork
Acc
ess a
nd U
se
Polic
y
PTS
9.4
(REL
ATES
TO
6.5
, 6.6
)cr
eate
and
man
ipul
ate
soun
d, im
ages
and
vid
eo,
usin
g di
gita
l equ
ipm
ent a
nd
com
pute
r-ba
sed
edit
ing,
to
repr
esen
t the
ir le
arni
ng fo
r pa
rtic
ular
aud
ienc
es a
nd
purp
oses
, ind
epen
dent
ly
PTS
9.5
(REL
ATES
TO
6.4
, 6.5
, 6.
6)de
velo
p m
ultim
edia
pre
-se
ntat
ions
, bas
ed o
n so
und
prin
cipl
es o
f des
ign,
with
in
crea
sing
con
fiden
ce, e
f-fic
ienc
y an
d in
depe
nden
ce
PTS
9.6
us
e in
form
atio
n an
d co
m-
mun
icat
ion
tech
nolo
gy to
ex
plor
e in
crea
sing
ly c
om-
plex
num
eric
al a
nd s
pati
al
situ
atio
ns fo
r th
e pu
rpos
e of
dev
elop
ing
and
test
ing
conj
ectu
res
RPS
D 9
.5 (R
ELAT
ES T
O 6
.1 –
6.4
)cr
itic
ally
eva
luat
e ho
w s
tyle
, fo
rm, s
ourc
e, a
nd m
ediu
m
influ
ence
the
acce
ssib
ility
, val
id-
ity,
and
mea
ning
of i
nfor
mat
ion
inde
pend
ently
RPS
D 9
.6 (R
ELAT
ES T
O 6
.3, 6
.4)
sele
ct a
nd r
efine
a r
esea
rch
topi
c, a
ccor
ding
to te
ache
r-pr
ovid
ed c
rite
ria,
to fu
lfill
a cu
rric
ulum
req
uire
men
t, w
ith
teac
her
assi
stan
ce
RPS
D 9
.7 (R
ELAT
ES T
O 6
.1 –
6.4
)as
sess
the
stre
ngth
s an
d lim
ita-
tion
s of
diff
eren
t app
roac
hes
to
rese
arch
, the
n se
lect
thos
e ap
-pr
oach
es w
hich
mor
e ef
ficie
ntly
m
eet t
heir
lear
ning
nee
ds, w
ith
teac
her
assi
stan
ce
RPS
D 9
.8 (R
ELAT
ES T
O 6
.1 -
6.4
)ex
peri
ence
com
fort
, sec
urit
y an
d cl
arit
y th
at w
ell-
rese
arch
ed
solu
tion
s an
d co
nclu
sion
s ar
e va
lid a
nd r
elia
ble,
thou
gh u
n-co
mm
on o
r un
expe
cted
RPS
D 9
.9 (R
ELAT
ES T
O 6
.5)
accu
rate
ly a
nd in
depe
nden
tly
cite
info
rmat
ion
sour
ces
BO
C 1
2.1
(REL
ATES
TO
9.1
–9.4
)us
e a
wid
e va
riet
y of
tech
nol-
ogy,
dem
onst
rate
a c
lear
un-
ders
tand
ing
of te
chno
logi
cal
appl
icat
ions
, and
con
sist
ently
ap
ply
appr
opri
ate
tech
nolo
gy
to s
olve
cur
ricu
lum
pro
blem
s
BO
C 1
2.2
(REL
ATES
TO
9.5
)de
mon
stra
te a
n ab
ility
to
asse
ss th
e ap
plic
atio
n of
te
chno
logy
to s
olve
pro
b-le
ms,
par
ticu
larl
y to
eva
lu-
ate
sign
ifica
nt e
ffec
ts w
hich
es
tim
atio
ns, p
rogr
am fl
aws
and
hum
an e
rror
hav
e on
any
gi
ven
solu
tion
BO
C 1
2.3
(REL
ATES
TO
9.6
)de
mon
stra
te fa
cilit
y w
ith
the
spec
ializ
ed v
ocab
ular
y as
soci
-at
ed w
ith
the
tech
nolo
gy th
ey
use
BO
C 1
2.4
(REL
ATES
TO
9.7
)ta
ke p
erso
nal r
espo
nsib
ility
fo
r th
eir
safe
and
erg
onom
ic
use
of te
chno
logy
for
lear
ning
SEH
I 12.
1 (R
ELAT
ES T
O 9
.1–9
.4)
beha
ve e
thic
ally
and
wit
h ac
cura
cy a
s th
ey g
ener
ate
and
dist
ribu
te in
form
atio
n ab
out
them
selv
es, o
ther
s, a
nd c
ur-
ricu
lum
topi
cs u
nder
stu
dy
SEH
I 12.
2 (R
ELAT
ES T
O 9
.2)
arti
cula
te a
n in
form
ed a
nd
crit
ical
und
erst
andi
ng o
f mas
s m
edia
, pop
ular
cul
ture
and
el
ectr
onic
info
rmat
ion
envi
-ro
nmen
ts; t
heir
tech
niqu
es;
and
the
effe
cts
of th
ose
tech
-ni
ques
SEH
I 12.
3 (R
ELAT
ES T
O 9
.1–9
.4)
crit
ical
ly a
naly
ze th
e im
pact
s of
evo
lvin
g te
chno
logi
es o
n th
emse
lves
, soc
ieti
es, a
nd th
e en
viro
nmen
t
SEH
I 12.
4 (R
ELAT
ES T
O 9
.2
– 9.
4)de
mon
stra
te h
abit
s of
per
cep-
tion
, ana
lysi
s, ju
dgm
ent a
nd
sele
ctiv
ity
as th
ey c
ontr
ibut
e to
soc
iety
thro
ugh
the
disc
ern-
ing
and
crit
ical
use
and
cre
-at
ion
of in
form
atio
n re
sour
ces
and
tech
nolo
gy
SEH
I 12.
5 (R
ELAT
ES T
O 9
.3, 9
.4)
act r
espo
nsib
ly w
hen
face
d w
ith
ethi
cal i
ssue
s th
at a
rise
fr
om th
eir
use
of in
form
atio
n an
d IC
T
PTS
12.1
(REL
ATES
TO
9.1
) us
e el
ectr
onic
pla
nnin
g so
ftw
are
to s
uppo
rt th
e de
velo
pmen
t and
ana
lysi
s of
effi
cien
t, pe
rson
al s
tudy
an
d re
sear
ch p
lans
in
depe
nden
tly
PTS
12.2
(REL
ATES
TO
9.2
, 9.
6)
eval
uate
, sel
ect,
and
use
the
follo
win
g to
lear
n an
d to
rep
rese
nt c
urri
culu
m
conc
epts
und
er s
tudy
: sp
ecia
lized
sof
twar
e,
incl
udin
g co
mpu
ter-
base
d si
mul
atio
ns; a
nd m
easu
r-in
g, s
ampl
ing
and
reco
rd-
ing
devi
ces,
incl
udin
g co
mpl
ex c
alcu
lato
rs
PTS
12.3
(REL
ATES
TO
9.3
, 9.
4)
wri
te a
nd r
epre
sent
thei
r re
sear
ch u
sing
the
stru
c-tu
res,
feat
ures
, con
ven-
tion
s, a
nd te
chni
ques
of
spec
ializ
ed p
ublic
atio
n an
d pr
esen
tati
on fo
rmat
s w
ith
grow
ing
fluen
cy
CT
12.1
(REL
ATES
TO
9.1
)us
e la
ngua
ge, i
n a
rang
e of
au-
ral,
prin
t, m
edia
and
ele
ctro
nic
form
s to
exp
lore
and
exp
ress
th
eir
perc
epti
ons,
feel
ings
, ide
as
and
atti
tude
s; r
efine
thei
r th
ink-
ing;
and
inte
ract
, neg
otia
te, a
nd
colla
bora
te w
ith
othe
rs in
ord
er
to b
uild
thei
r un
ders
tand
ing
CT
12.2
(REL
ATES
TO
9.1
, 9.2
)cr
itic
ally
app
ly te
chno
logi
cal
skill
s in
a r
ange
of e
lect
roni
c, v
i-su
al, a
nd p
rint
med
ia fo
r fo
rmal
an
d in
form
al
com
mun
icat
ion
CT
12.3
(REL
ATES
TO
9.1
)de
sign
and
cre
ate
elec
tron
ic
docu
men
ts to
acc
ompl
ish
cur-
ricu
lar
task
s
CT
12.4
(REL
ATES
TO
CT
9.3)
disc
over
, sha
re a
nd r
eflec
t upo
n th
eir
own
and
othe
rs’ c
ultu
res,
va
lues
, and
und
erst
andi
ngs
as
they
are
exp
ress
ed in
ele
ctro
nic
and
othe
r fo
rmat
s
CT
12.5
(REL
ATES
TO
9.1
– 9
.3)
use
mul
tim
edia
har
dwar
e an
d au
thor
ing
soft
war
e to
dev
elop
no
n-lin
ear,
inte
ract
ive
pr
esen
tati
ons
RPS
D 1
2.1
(REL
ATES
TO
9.1
)se
lect
app
ropr
iate
dev
ices
and
so
ftw
are
to c
olle
ct d
ata,
sol
ve
prob
lem
s an
d no
te p
atte
rns;
to
mak
e lo
gica
l dec
isio
ns a
nd d
raw
co
nclu
sion
s; a
nd to
pre
sent
re
sults
, wit
h ge
nera
l sup
ervi
sion
RPS
D 1
2.2
(REL
ATES
TO
9.4
)id
enti
fy, e
valu
ate,
and
com
-pa
re th
e qu
alit
y, c
ongr
uenc
ies,
di
scre
panc
ies,
om
issi
ons,
bia
ses,
an
d pe
rspe
ctiv
es o
f inf
orm
atio
n co
nten
t of p
rint
, med
ia, a
nd
elec
tron
ic r
esou
rces
RPS
D 1
2.3
(REL
ATES
TO
9.3
– 9
.8)
eval
uate
and
org
aniz
e id
eas
and
info
rmat
ion
from
a w
ide
rang
e of
med
ia a
nd a
var
iety
of
sou
rces
to m
eet t
heir
cur
-ri
culu
m n
eeds
effi
cien
tly a
nd
inde
pend
ently
RPS
D 1
2.4
(REL
ATES
TO
9.7
)id
enti
fy th
e st
reng
ths
and
limi-
tati
ons
of d
iffer
ent a
ppro
ache
s to
res
earc
h, a
nd s
elec
t tho
se a
p-pr
oach
es w
hich
effi
cien
tly m
eet
thei
r le
arni
ng n
eeds
BY T
HE
END O
F G
RA
DE
12, I
N A
DD
ITIO
N T
O T
HE
GR
AD
E 9
OU
TCO
MES
Stud
ents
will
be
expe
cted
to
BASI
C O
PERA
TIO
NS
& C
ON
CEP
TSSO
CIA
L, E
THIC
AL,
& H
UM
AN
ISSU
ES
PRO
DU
CTI
VIT
YC
OM
MU
NIC
ATIO
N
RES
EAR
CH, P
RO
BLE
M S
OLV
ING, &
D
ECIS
ION M
AK
ING
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY K
EY-S
TAG
E
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
23
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
SEH
I 12.
6 (R
ELAT
ES T
O 9
.5)
dem
onst
rate
an
appr
ecia
tion
of
the
role
of t
echn
olog
y-re
late
d ca
reer
s in
the
larg
er c
omm
uni-
ty a
nd a
sses
s te
chno
logy
-rel
ated
ca
reer
opp
ortu
niti
es w
ithi
n th
e co
ntex
t of t
heir
per
sona
l val
ues
and
need
s
SEH
I 12.
7 (R
ELAT
ES T
O 9
.8)
follo
w th
e Pu
blic
Sch
ool
Prog
ram
Net
wor
k A
cces
s and
U
se P
olic
y
CT
12.6
(REL
ATES
TO
9.3
)as
sess
the
valu
e an
d ap
plic
atio
n of
info
rmat
ion
and
com
mun
i-ca
tion
tech
nolo
gy in
per
sona
l an
d ca
reer
-rel
ated
pur
suit
s
RPS
D 1
2.5
(REL
ATES
TO
9.4
–9.
8)co
ntri
bute
to th
e de
velo
p-m
ent o
f cri
teri
a fo
r se
lect
ing
a re
sear
ch to
pic,
and
, bas
ed o
n th
ose
crit
eria
, defi
ne a
nd c
om-
plet
e a
rese
arch
task
ef
ficie
ntly
RPS
D 1
2.6
(REL
ATES
TO
9.9
)ac
cura
tely
rec
ord
and
cite
, usi
ng
acad
emic
ally
acc
epte
d fo
rmat
s an
d st
anda
rds,
sou
rces
of i
nfor
-m
atio
n co
ntri
buti
ng to
thei
r re
sear
ch
PTS
12.4
(REL
ATES
TO
9.4
, 9.5
) ev
alua
te, s
elec
t and
use
a
rang
e of
med
ia, a
nd in
for-
mat
ion
and
com
mun
ica-
tion
tech
nolo
gy, t
o cr
eate
, ed
it, a
nd p
ublis
h th
eir
wor
k in
depe
nden
tly
PTS
12.5
(REL
ATES
TO
PTS
9.
6 A
ND R
PSD
9.2
)cr
eate
ele
ctro
nic
char
ts,
tabl
es a
nd g
raph
s; a
nd
desi
gn, c
reat
e, a
nd m
a-ni
pula
te s
prea
d sh
eets
and
da
taba
ses,
as
part
of t
he
proc
ess
of c
olle
ctin
g, a
na-
lyzi
ng, a
nd d
ispl
ayin
g da
ta
inde
pend
ently
BO
C 3
.1
safe
ly u
se s
choo
l med
ia, c
ompu
ter
equi
pmen
t, an
d so
ftw
are
to s
uppo
rt
thei
r le
arni
ng, w
ith
dire
ct te
ache
r as
sist
ance
whe
n re
quir
ed
BO
C 3
.2
use
a ra
nge
of a
ppro
pria
te e
quip
-m
ent,
com
pute
r te
chno
logy
, and
so
ftw
are
to p
lan
and
crea
te m
ulti
-m
edia
wor
ks th
at c
onta
in p
ictu
res,
w
ords
, and
sou
nd to
tell
a st
ory
or
repo
rt th
e re
sults
of t
heir
lear
ning
BO
C 3
.3op
erat
e a
clas
sroo
m c
ompu
ter,
log
on a
nd o
ff th
e sc
hool
net
wor
k,
laun
ch a
nd c
lose
sof
twar
e, s
ave,
edi
t, an
d pr
int t
heir
wor
k, w
ith
teac
her
assi
stan
ce
BO
C 3
.4
safe
ly e
xcha
nge
elec
tron
ic m
ail a
nd
atta
chm
ents
wit
h st
uden
ts a
nd o
th-
ers
sele
cted
by
the
teac
her
for
curr
ic-
ulum
res
earc
h an
d co
mm
unic
atio
n pu
rpos
es, w
ith
teac
her
assi
stan
ce
BO
C 3
.5
unde
rsta
nd a
nd u
se b
asic
term
inol
-og
y re
late
d to
the
info
rmat
ion
and
com
mun
icat
ion
tech
nolo
gy (
ICT
) th
ey a
re u
sing
at t
heir
cur
rent
gra
de
leve
l
BO
C 9
.1 (R
ELAT
ES T
O 6
.1)
oper
ate
a w
ide
vari
ety
of s
choo
l m
edia
, com
pute
r, an
d ot
her
educ
a-ti
onal
ly a
ppro
pria
te e
quip
men
t for
le
arni
ng, c
omm
unic
atio
n, a
nd th
e re
pres
enta
tion
of t
heir
lear
ning
, in-
depe
nden
tly a
nd s
afel
y w
ith
teac
her
supe
rvis
ion
BO
C 9
.2 (R
ELAT
ES T
O 6
.2)
use
and
crea
te in
form
atio
n te
xts
in a
ra
nge
of m
edia
, usi
ng s
peci
aliz
ed te
xt
feat
ures
of t
hose
med
ia to
sup
port
th
e co
mm
unic
atio
n, w
ith
teac
her
assi
stan
ce
BO
C 9
.3 (R
ELAT
ES T
O 6
.3)
dem
onst
rate
com
fort
wit
h ke
yboa
rd-
ing
and
man
ipul
atio
n of
com
pute
r in
put a
nd p
erip
hera
l dev
ices
as
they
w
ork
BO
C 9
.4 (R
ELAT
ES T
O 6
.4)
man
age
thei
r el
ectr
onic
file
s an
d co
r-re
spon
denc
e ef
ficie
ntly
BO
C 9
.5 (R
ELAT
ES T
O 6
.1, 6
.2, 6
.3, 6
.4)
from
a r
ange
of r
esou
rce
opti
ons,
kn
owle
dgea
bly
sele
ct, m
anag
e, a
nd
use
tech
nolo
gica
l res
ourc
es to
sol
ve
curr
icul
um p
robl
ems
and
enha
nce
thei
r le
arni
ng, w
ith
teac
her
guid
ance
BO
C 6
.1 (R
ELAT
ES T
O 3
.1)
safe
ly u
se s
choo
l med
ia a
nd c
ompu
ter
equi
pmen
t, an
d so
ftw
are
to s
uppo
rt
thei
r le
arni
ng, w
ith
grow
ing
inde
pen-
denc
e
BO
C 6
.2 (R
ELAT
ES T
O 3
.2)
use
and
crea
te in
form
atio
n te
xts
in a
ra
nge
of m
edia
, usi
ng s
peci
aliz
ed te
xt
feat
ures
of t
hose
med
ia to
sup
port
the
com
mun
icat
ion,
wit
h te
ache
r
assi
stan
ce
BO
C 6
.3 (R
ELAT
ES T
O 3
.3)
dem
onst
rate
eff
ecti
ve u
se o
f com
pute
r ke
yboa
rds,
mic
e, a
nd o
ther
inpu
t de-
vice
s to
pro
duce
fina
l doc
umen
ts a
nd
pres
enta
tion
BO
C 6
.4 (R
ELAT
ES T
O 3
.4, 3
.4)
mai
ntai
n th
eir
elec
tron
ic fi
les
and
fold
ers
on th
e co
mpu
ter
syst
em a
nd
netw
ork
BO
C 6
.5 (R
ELAT
ES T
O 3
.4)
safe
ly e
xcha
nge
elec
tron
ic m
ail a
nd
atta
chm
ents
wit
h st
uden
ts a
nd o
ther
s se
lect
ed b
y th
e te
ache
r fo
r cu
rric
ulum
re
sear
ch a
nd c
omm
unic
atio
n pu
rpos
-es
, wit
h te
ache
r su
perv
isio
n
BO
C 6
.6 (R
ELAT
ES T
O 3
.5)
unde
rsta
nd a
nd u
se w
ith
incr
easi
ng
faci
lity,
a w
ide
rang
e of
term
inol
ogy
rela
ted
to th
e te
chno
logy
they
em
ploy
du
ring
thei
r st
udie
s
BO
C 1
2.1
(REL
ATES
TO
9.1
– 9
.4)
use
a w
ide
vari
ety
of te
chno
logy
, de
mon
stra
te a
cle
ar u
nder
stan
ding
of
tech
nolo
gica
l app
licat
ions
, and
con
sis-
tent
ly a
pply
app
ropr
iate
tech
nolo
gy to
so
lve
curr
icul
um p
robl
ems
BO
C 1
2.2
(REL
ATES
TO
9.5
)de
mon
stra
te a
n ab
ility
to a
sses
s th
e ap
-pl
icat
ion
of te
chno
logy
to s
olve
pro
b-le
ms,
par
ticu
larl
y to
eva
luat
e si
gnifi
cant
ef
fect
s w
hich
est
imat
ions
, pro
gram
fla
ws
and
hum
an e
rror
hav
e on
any
gi
ven
solu
tion
BO
C 1
2.3
(REL
ATES
TO
9.6
)de
mon
stra
te fa
cilit
y w
ith
the
spec
ial-
ized
voc
abul
ary
asso
ciat
ed w
ith
the
tech
nolo
gy th
ey u
se
BO
C 1
2.4
(REL
ATES
TO
9.7
)ta
ke p
erso
nal r
espo
nsib
ility
for
thei
r sa
fe a
nd e
rgon
omic
use
of t
echn
olog
y fo
r le
arni
ng
BA
SIC O
PER
ATIO
NS
& C
ON
CEP
TS
BY T
HE
END O
F TH
E K
EY-S
TAG
E, IN
AD
DIT
ION T
O T
HE
PREV
IOU
S K
EY-S
TAG
E O
UTC
OM
ES
Stud
ents
will
be
expe
cted
to
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY S
TRA
ND
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
25
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
BO
C 6
.7 (R
ELAT
ES T
O 3
.6)
repo
rt m
alfu
ncti
onin
g eq
uipm
ent t
o th
e te
ache
r, an
d to
pro
vide
ane
cdot
al
info
rmat
ion
that
may
be
of h
elp
to
mai
nten
ance
tech
nici
ans
BO
C 9
.5 (R
ELAT
ES T
O 6
.1, 6
.2, 6
.3, 6
.4)
from
a r
ange
of r
esou
rce
opti
ons,
kn
owle
dgea
bly
sele
ct, m
anag
e, a
nd
use
tech
nolo
gica
l res
ourc
es to
sol
ve
curr
icul
um p
robl
ems
and
enha
nce
thei
r le
arni
ng, w
ith
teac
her
guid
ance
BO
C 9
.6 (R
ELAT
ES T
O 6
.6)
unde
rsta
nd a
nd u
se a
wid
e ra
nge
of
term
inol
ogy
rela
ted
to th
e te
chno
logy
th
ey u
se fo
r le
arni
ng
BO
C 9
.7 (R
ELAT
ES T
O 6
.7)
wor
k sa
fely
as
they
use
IC
T, a
pply
-in
g ba
sic
trou
bles
hoot
ing
tech
niqu
es
to a
sses
s eq
uipm
ent a
nd s
oftw
are
prob
lem
s th
at a
ffec
t the
ir u
se o
f IC
T;
then
pro
vide
ane
cdot
al in
form
atio
n w
hich
may
be
of h
elp
to m
aint
enan
ce
tech
nici
ans
BO
C 3
.6
repo
rt m
alfu
ncti
onin
g eq
uipm
ent t
o th
e te
ache
r
SOC
IAL,
ETH
ICA
L &
HU
MA
N IS
SUES
BY T
HE
END O
F TH
E K
EY-S
TAG
E, IN
AD
DIT
ION T
O T
HE
PREV
IOU
S K
EY-S
TAG
E O
UTC
OM
ES
Stud
ents
will
be
expe
cted
to
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY S
TRA
ND
SEH
I 3.1
sh
are
book
s, m
edia
, ele
ctro
nic
in-
form
atio
n re
sour
ces,
and
com
pute
r eq
uipm
ent
SEH
I 3.2
w
ork
colla
bora
tive
ly w
ith
teac
hers
to
dev
elop
res
pons
ibili
ty fo
r th
eir
pers
onal
saf
ety
whi
le u
sing
IC
T
SEH
I 3.3
re
spon
d pe
rson
ally
and
wit
h de
velo
p-in
g cr
itic
al a
war
enes
s to
a r
ange
of
prin
t, m
edia
, and
ele
ctro
nic
reso
urce
s
SEH
I 3.4
be
gin
to id
enti
fy th
e va
lues
and
po
ints
of v
iew
of r
esou
rces
as
they
se
lect
them
for
use
SEH
I 3.5
in
clud
e in
thei
r ow
n w
ork
the
copy
righ
ted
mat
eria
ls o
f oth
ers
only
w
hen
perm
issi
on to
do
so h
as b
een
rece
ived
, wit
h te
ache
r or
libr
ary
staf
f as
sist
ance
SEH
I 3.6
follo
w th
e Pu
blic
Sch
ool P
rogr
am
Net
wor
k A
cces
s and
Use
Pol
icy
SEH
I 9.1
(REL
ATES
TO
6.1
, 6.2
, 6.3
)de
mon
stra
te u
nder
stan
ding
of t
he
natu
re o
f tec
hnol
ogy
and
its
impa
cts
on
diff
eren
t soc
ieti
es a
nd e
nvir
onm
ents
; us
ing
tech
nolo
gy, i
n lo
cal a
nd g
loba
l co
ntex
ts, w
ith
due
rega
rd fo
r th
e le
gal
and
hum
an r
ight
s of
oth
ers
SEH
I 9.2
(REL
ATES
TO
6.3
, 6.4
, 6.5
, 6.6
) id
enti
fy a
nd d
emon
stra
te th
e va
lues
an
d te
chni
ques
of m
ass
med
ia, p
opul
ar
cultu
re, a
nd e
lect
roni
c in
form
atio
n en
viro
nmen
ts, a
nd e
valu
ate
the
effe
cts
of th
ese
tech
niqu
es
SEH
I 9.3
(REL
ATES
TO
6.7
, 6.8
) un
ders
tand
, mod
el, a
nd a
ssum
e pe
r-so
nal r
espo
nsib
ility
for
the
acce
ptab
le
use
of c
opyr
ight
ed a
nd o
ther
info
rma-
tion
res
ourc
es
SEH
I 9.4
(REL
ATES
TO
6.2
, 6.7
, 6.8
) de
mon
stra
te a
n un
ders
tand
ing
of, a
nd
a co
mm
itm
ent t
o, a
ccur
acy,
eth
ical
be
havi
our,
and
pers
onal
pri
vacy
and
sa
fety
as
they
cre
ate
and
dist
ribu
te
info
rmat
ion
abou
t the
mse
lves
, oth
ers,
an
d cu
rric
ulum
topi
cs u
nder
stu
dy
SEH
I 6.1
(REL
ATES
TO
3.1
)sh
are
info
rmat
ion
reso
urce
s, m
edia
eq
uipm
ent a
nd c
ompu
ter
equi
pmen
t
SEH
I 6.2
(REL
ATES
TO
3.2
)de
mon
stra
te r
espe
ct fo
r th
e pr
ivac
y an
d in
telle
ctua
l pro
pert
y of
oth
ers,
mai
n-ta
in th
eir
pers
onal
pri
vacy
and
saf
ety
SEH
I 6.3
(REL
ATES
TO
3.2
)be
gin
to id
enti
fy s
ocia
l and
eth
ical
is
sues
ass
ocia
ted
wit
h th
e gl
obal
acc
ess
and
dist
ribu
tion
of i
nfor
mat
ion;
and
to
dev
elop
con
cern
for
the
accu
racy
of
info
rmat
ion,
per
sona
l pri
vacy
and
sa
fety
whe
n in
ele
ctro
nic
envi
ronm
ents
su
ch a
s In
tern
et, w
ith
the
assi
stan
ce o
f th
e te
ache
r
SEH
I 6.4
(REL
ATES
TO
3.3
)id
enti
fy c
hang
es in
the
way
s th
at
info
rmat
ion
is c
olle
cted
, rep
rese
nted
an
d tr
ansm
itte
d, a
nd th
e im
pact
s su
ch
chan
ges
have
on
indi
vidu
als,
com
mu-
niti
es, a
nd c
ultu
res
SEH
I 6.5
(REL
ATES
TO
3.3
)id
enti
fy a
nd u
se th
e so
cial
con
vent
ions
of
onl
ine
com
mun
icat
ion
duri
ng I
nter
-ne
t com
mun
icat
ion
SEH
I 12.
1 (R
ELAT
ES T
O 9
.1 –
9.4
)be
have
eth
ical
ly a
nd w
ith
accu
racy
as
they
gen
erat
e an
d di
stri
bute
info
rma-
tion
abo
ut th
emse
lves
, oth
ers,
and
cu
rric
ulum
topi
cs u
nder
stu
dy
SEH
I 12.
2 (R
ELAT
ES T
O 9
.2)
arti
cula
te a
n in
form
ed a
nd c
riti
cal
unde
rsta
ndin
g of
mas
s m
edia
, pop
ular
cu
lture
and
ele
ctro
nic
info
rmat
ion
en-
viro
nmen
ts; t
heir
tech
niqu
es; a
nd th
e ef
fect
s of
thos
e te
chni
ques
SEH
I 12.
3 (R
ELAT
ES T
O 9
.1 –
9.4
)cr
itic
ally
ana
lyze
the
impa
cts
of e
volv
-in
g te
chno
logi
es o
n th
emse
lves
, soc
iet-
ies,
and
the
envi
ronm
ent
SEH
I 12.
4 (R
ELAT
ES T
O 9
.2 –
9.4
)de
mon
stra
te h
abit
s of
per
cept
ion,
an
alys
is, j
udgm
ent a
nd s
elec
tivi
ty a
s th
ey c
ontr
ibut
e to
soc
iety
thro
ugh
the
disc
erni
ng a
nd c
riti
cal u
se a
nd c
reat
ion
of in
form
atio
n re
sour
ces
and
te
chno
logy
SEH
I 12.
5 (R
ELAT
ES T
O 9
.3, 9
.4)
act r
espo
nsib
ly w
hen
face
d w
ith
ethi
cal
issu
es th
at a
rise
from
thei
r us
e of
info
r-m
atio
n an
d IC
T
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
27
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
SEH
I 6.6
(REL
ATES
TO
3.4
)id
enti
fy a
nd g
ive
spec
ific
exam
ples
w
here
cul
tura
l val
ues
and
expe
rien
ces
influ
ence
the
info
rmat
ion
and
ente
r-ta
inm
ent p
rodu
cts
they
use
SEH
I 6.7
(REL
ATES
TO
3.5
) in
clud
e in
thei
r ow
n w
ork
the
copy
-ri
ghte
d m
ater
ials
of o
ther
s on
ly w
hen
perm
issi
on to
do
so h
as b
een
rece
ived
SEH
I 6.8
(R
ELAT
ES T
O 3
.6)
follo
w th
e Pu
blic
Sch
ool P
rogr
am N
et-
wor
k A
cces
s and
Use
Pol
icy
SEH
I 9.5
(REL
ATES
TO
6.2
, 6.7
, 6.8
) id
enti
fy te
chno
logy
-rel
ated
car
eer
op-
port
unit
ies
of p
erso
nal i
nter
est,
and
be-
gin
to a
sses
s th
eir
stre
ngth
s an
d in
tere
sts
wit
h re
spec
t to
tech
nolo
gy
SEH
I 9.6
(REL
ATES
TO
6.8
)fo
llow
the
Publ
ic S
choo
l Pro
gram
Net
-w
ork
Acc
ess a
nd U
se P
olic
y
SEH
I 12.
6 (R
ELAT
ES T
O 9
.5)
dem
onst
rate
an
appr
ecia
tion
of t
he r
ole
of te
chno
logy
-rel
ated
car
eers
in th
e la
rger
com
mun
ity
and
asse
ss te
chno
l-og
y-re
late
d ca
reer
opp
ortu
niti
es w
ithi
n th
e co
ntex
t of t
heir
per
sona
l val
ues
and
need
s
SEH
I 12.
7 (R
ELAT
ES T
O 9
.8)
follo
w th
e Pu
blic
Sch
ool P
rogr
am N
et-
wor
k A
cces
s and
Use
Pol
icy
PTS
6.1
(REL
ATES
TO
3.1
)se
lect
from
a r
ange
of m
edia
and
sof
t-w
are
to b
est r
epre
sent
the
cont
ent a
nd
purp
ose
of th
eir
lear
ning
wit
h gr
owin
g in
depe
nden
ce
PTS
6.2
(REL
ATES
TO
3.2
)id
enti
fy a
nd d
escr
ibe
diff
eren
t way
s in
w
hich
info
rmat
ion
avai
labl
e fo
r us
e at
th
is le
vel c
an b
e cr
eate
d, s
tore
d, u
sed,
re
pres
ente
d, a
nd tr
ansm
itte
d w
ith
grow
ing
inde
pend
ence
PTS
6.3
(REL
ATES
TO
3.3
)co
llabo
rate
wit
h th
e te
ache
r an
d pe
ers
to u
se s
oftw
are
to b
rain
stor
m, d
evel
op
a th
ough
t web
, and
out
line
idea
s un
der
stud
y
PTS
6.4
(REL
ATES
TO
3.1
. 3.3
)co
nduc
t sim
ple
rese
arch
, the
n pl
an a
nd
crea
te a
rep
rese
ntat
ion
of th
eir
lear
n-in
g, s
uch
as a
sto
rybo
ard,
a m
ulti
med
ia
pres
enta
tion
, an
audi
o re
cord
ing,
a
web
pag
e, o
r a
prin
t pub
licat
ion
inde
-pe
nden
tly a
nd in
col
labo
rati
on w
ith
othe
rs
PTS
6.5
(REL
ATES
TO
3.4
) re
cord
and
edi
t sti
ll im
ages
, mov
ing
imag
es, a
nd s
ound
to r
epre
sent
thei
r le
arni
ng to
par
ticu
lar
audi
ence
s, w
ith
teac
her
assi
stan
ce
PTS
3.1
pres
ent t
heir
lear
ning
by
sele
ctin
g m
edia
and
sof
twar
e ap
prop
riat
e to
the
cont
ent a
nd p
urpo
se, w
ith
teac
her
assi
stan
ce
PTS
3.2
iden
tify
and
des
crib
e w
ays
in w
hich
in
form
atio
n av
aila
ble
for
use
at th
is
leve
l can
be
crea
ted,
sto
red,
use
d,
repr
esen
ted,
and
tran
smit
ted
wit
h te
ache
r as
sist
ance
PTS
3.3
use
man
ipul
ativ
es, d
ata
gath
erin
g in
-st
rum
ents
, and
sof
twar
e, to
exp
lore
, an
alys
e, a
nd r
epre
sent
con
cept
s un
der
stud
y, w
ith
teac
her
assi
stan
ce
PTS
9.1
(REL
ATES
TO
6.3
)us
e so
ftw
are
to b
rain
stor
m, d
evel
op a
th
ough
t web
, out
line,
and
map
idea
s un
der
stud
y w
ith
inde
pend
ence
PTS
9.2
(REL
ATES
TO
6.1
, 6.2
, 6.4
, 6.5
)ex
plor
e cu
rric
ulum
con
cept
s un
der
stud
y us
ing
spec
ializ
ed s
oftw
are;
m
easu
ring
, sam
plin
g an
d re
cord
ing
equi
pmen
t; an
d co
mpu
ter-
base
d si
mul
atio
ns, w
ith
teac
her
assi
stan
ce
PTS
9.3
(REL
ATES
TO
6.1
, 6.2
, 6.4
, 6.5
, 6.
7)ex
plor
e th
e cu
rric
ulum
thro
ugh
a w
ide
rang
e of
pri
nt a
nd e
lect
roni
c fo
rms;
acc
essi
ng a
nd p
roce
ssin
g in
form
atio
n by
mea
ns o
f the
spe
cial
-iz
ed te
chni
ques
ass
ocia
ted
wit
h th
e te
chno
logy
they
sel
ect
PTS
9.4
(REL
ATES
TO
6.5
, 6.6
)cr
eate
and
man
ipul
ate
soun
d, im
ages
an
d vi
deo,
usi
ng d
igita
l equ
ipm
ent a
nd
com
pute
r-ba
sed
editi
ng, t
o re
pres
ent
thei
r le
arni
ng fo
r pa
rtic
ular
aud
ienc
es
and
purp
oses
, ind
epen
dent
ly
PTS
9.5
(REL
ATES
TO
6.4
, 6.5
, 6.6
)de
velo
p m
ulti
med
ia p
rese
ntat
ions
, ba
sed
on s
ound
pri
ncip
les
of d
esig
n,
wit
h in
crea
sing
con
fiden
ce,
effic
ienc
y an
d in
depe
nden
ce
PTS
12.1
(REL
ATES
TO
9.1
) us
e el
ectr
onic
pla
nnin
g so
ftw
are
to
supp
ort t
he d
evel
opm
ent a
nd a
naly
sis
of e
ffici
ent,
pers
onal
stu
dy a
nd r
esea
rch
plan
s in
depe
nden
tly
PTS
12.2
(REL
ATES
TO
9.2
, 9.6
) ev
alua
te, s
elec
t, an
d us
e th
e fo
llow
ing
to
lear
n an
d to
rep
rese
nt c
urri
culu
m c
on-
cept
s un
der
stud
y: s
peci
aliz
ed s
oftw
are,
in
clud
ing
com
pute
r-ba
sed
sim
ulat
ions
; an
d m
easu
ring
, sam
plin
g an
d re
cord
ing
devi
ces,
incl
udin
g co
mpl
ex c
alcu
lato
rs
PTS
12.3
(REL
ATES
TO
9.3
, 9.4
) w
rite
and
rep
rese
nt th
eir
rese
arch
usi
ng
the
stru
ctur
es, f
eatu
res,
con
vent
ions
, an
d te
chni
ques
of s
peci
aliz
ed p
ublic
a-ti
on a
nd p
rese
ntat
ion
form
ats
wit
h gr
owin
g flu
ency
PTS
12.4
(REL
ATES
TO
9.4
, 9.5
) ev
alua
te, s
elec
t and
use
a r
ange
of
med
ia, a
nd in
form
atio
n an
d co
mm
uni-
cati
on te
chno
logy
, to
crea
te, e
dit,
and
publ
ish
thei
r w
ork
inde
pend
ently
PTS
12.5
(REL
ATES
TO
PTS
9.6
AN
D R
PSD
9.
2)cr
eate
ele
ctro
nic
char
ts, t
able
s an
d gr
aphs
; and
des
ign,
cre
ate,
and
man
ipu-
late
spr
ead
shee
ts a
nd d
atab
ases
, as
part
of
the
proc
ess
of c
olle
ctin
g, a
naly
zing
, an
d di
spla
ying
dat
a in
depe
nden
tly
PRO
DU
CTI
VIT
Y
BY T
HE
END O
F TH
E K
EY-S
TAG
E, IN
AD
DIT
ION T
O T
HE
PREV
IOU
S K
EY-S
TAG
E O
UTC
OM
ES
Stud
ents
will
be
expe
cted
to
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY S
TRA
ND
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
29
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
PTS
6.6
(REL
ATES
3.1
, 3.3
)cr
eate
nav
igab
le w
eb p
ages
and
oth
er
form
s of
mul
tim
edia
whi
ch in
corp
o-ra
te te
xt, s
till
and
mov
ing
imag
es, a
nd
links
to e
xter
nal r
esou
rces
inde
pen-
dent
ly a
nd in
col
labo
rati
on w
ith
othe
rs
PTS
6.7
(REL
ATES
TO
3.1
, 3.3
)cr
eate
sim
ple
data
base
s of
info
rmat
ion
whi
ch th
ey q
uery
to d
isco
ver
info
rma-
tion
pat
tern
s an
d re
lati
onsh
ips
duri
ng
rese
arch
PTS
9.6
us
e in
form
atio
n an
d co
mm
unic
atio
n te
chno
logy
to e
xplo
re in
crea
sing
ly
com
plex
num
eric
al a
nd s
pati
al s
itu-
atio
ns fo
r th
e pu
rpos
e of
dev
elop
ing
and
test
ing
conj
ectu
res
CT
6.1
(REL
ATES
TO
3.1
, 3.2
)co
ntri
bute
to a
nd le
arn
from
onl
ine
disc
ussi
ons
and
web
site
s de
sign
ed fo
r st
uden
t cur
ricu
lum
use
, wit
h te
ache
r su
perv
isio
n an
d as
sist
ance
CT
6.2
(REL
ATES
TO
3.1
, 3.3
)se
nd a
nd r
ecei
ve e
lect
roni
c m
ail f
or
curr
icul
um p
urpo
ses,
and
exc
hang
e fil
es o
f cur
ricu
lum
-rel
ated
info
rmat
ion,
w
ith
teac
her
assi
stan
ce a
nd d
irec
tion
CT
6.3
(REL
ATES
TO
3.2
, 3.3
)cr
eate
, pro
cess
, and
rep
rese
nt th
eir
lear
ning
usi
ng la
ngua
ge, c
onve
n-ti
ons,
and
pro
cedu
res
asso
ciat
ed w
ith
educ
atio
nal m
edia
and
info
rmat
ion
and
com
mun
icat
ion
tech
nolo
gy, w
ith
teac
her
assi
stan
ce
CT
6.4
(REL
ATES
TO
3.3
)id
enti
fy a
nd g
ive
spec
ific
exam
ples
of
how
form
, sta
ndar
ds, c
onve
ntio
ns, a
nd
met
hods
of i
nfor
mat
ion
tran
smis
sion
af
fect
stu
dent
s th
eir
age
CT
12.1
(REL
ATES
TO
9.1
)us
e la
ngua
ge, i
n a
rang
e of
aur
al, p
rint
, m
edia
and
ele
ctro
nic
form
s to
exp
lore
an
d ex
pres
s th
eir
perc
epti
ons,
feel
ings
, id
eas
and
atti
tude
s; r
efine
thei
r th
ink-
ing;
and
inte
ract
, neg
otia
te, a
nd c
ol-
labo
rate
wit
h ot
hers
in o
rder
to b
uild
th
eir
unde
rsta
ndin
g
CT
12.2
(REL
ATES
TO
9.1
, 9.2
)cr
itic
ally
app
ly te
chno
logi
cal s
kills
in
a ra
nge
of e
lect
roni
c, v
isua
l, an
d pr
int
med
ia fo
r fo
rmal
and
info
rmal
co
mm
unic
atio
n
CT
12.3
(REL
ATES
TO
9.1
)de
sign
and
cre
ate
elec
tron
ic d
ocum
ents
to
acc
ompl
ish
curr
icul
ar ta
sks
CT
12.4
(REL
ATES
TO
CT
9.3)
disc
over
, sha
re a
nd r
eflec
t upo
n th
eir
own
and
othe
rs’ c
ultu
res,
val
ues,
and
un
ders
tand
ings
as
they
are
exp
ress
ed in
el
ectr
onic
and
oth
er fo
rmat
s
CT
12.5
(REL
ATES
TO
9.1
– 9
.3)
use
mul
tim
edia
har
dwar
e an
d au
thor
ing
soft
war
e to
dev
elop
non
-lin
ear,
inte
rac-
tive
pre
sent
atio
ns
CT
9.1
(REL
ATES
TO
6.3
, 6.5
)us
e la
ngua
ge, i
n a
rang
e of
aur
al,
prin
t, m
edia
, and
ele
ctro
nic
form
s to
ex
plor
e an
d ex
pres
s th
eir
perc
epti
ons,
fe
elin
gs, i
deas
and
att
itud
es; r
efine
th
eir
thin
king
; and
inte
ract
, neg
oti-
ate,
and
col
labo
rate
wit
h ot
hers
in
orde
r to
bui
ld th
eir
unde
rsta
ndin
g
CT
9.2
(REL
ATES
TO
6.1
)de
sign
and
bui
ld in
tran
et o
r In
tern
et
web
site
s of
stu
dent
-pro
duce
d pa
ges
abou
t a c
urri
culu
m to
pic,
in s
mal
l gr
oups
wit
h te
ache
r su
perv
isio
n
CT
9.3
(REL
ATES
TO
6.1
-6.5
)cr
itic
ally
eva
luat
e ho
w s
tyle
, for
m,
sour
ce, a
nd m
ediu
m in
fluen
ce th
e ac
cess
ibili
ty, v
alid
ity
and
mea
ning
of
info
rmat
ion
wit
h in
depe
nden
ce
CT
3.1
use
info
rmat
ion
and
com
mun
ica-
tion
tech
nolo
gy to
cor
resp
ond
andc
olla
bora
te; a
nd to
res
earc
h an
d sh
are
thei
r id
eas
wit
h ot
hers
, wit
h te
ache
r as
sist
ance
CT
3.2
sele
ct a
nd u
se in
form
atio
n an
d co
mm
unic
atio
n te
chno
logy
re-
sour
ces
in a
ddit
ion
to p
aper
and
pr
int-
base
d le
arni
ng m
ater
ials
, wit
h te
ache
r as
sist
ance
CT
3.3
begi
n to
exp
lore
and
use
a r
ange
of
inve
stig
ativ
e st
rate
gies
and
tech
nol-
ogy
to c
reat
e, c
onsi
der,
and
com
-m
unic
ate
thei
r id
eas
for
vari
ous
purp
oses
and
aud
ienc
es
CO
MM
UN
ICAT
ION
BY T
HE
END O
F TH
E K
EY-S
TAG
E, IN
AD
DIT
ION T
O T
HE
PREV
IOU
S K
EY-S
TAG
E O
UTC
OM
ES
Stud
ents
will
be
expe
cted
to
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY S
TRA
ND
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
31
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
CT
12.6
(REL
ATES
TO
9.3
)as
sess
the
valu
e an
d ap
plic
atio
n of
info
r-m
atio
n an
d co
mm
unic
atio
n te
chno
logy
in
per
sona
l and
car
eer-
rela
ted
purs
uits
CT
6.5
(REL
ATES
TO
3.3
)un
ders
tand
and
app
ly b
asic
pri
ncip
les
of d
esig
n an
d st
yle
in r
epre
sent
ing
thei
r le
arni
ng
RPS
D 3
.1
loca
te r
elev
ant i
nfor
mat
ion
by u
s-in
g th
e ap
prop
riat
e or
gani
zati
onal
fe
atur
es o
f and
sea
rch
stra
tegi
es a
p-pl
icab
le to
boo
ks, o
ther
pri
nt, a
udio
C
Ds,
vid
eos,
com
pute
r so
ftw
are,
m
ulti
med
ia, a
nd th
e In
tern
et, w
ith
teac
her
assi
stan
ce
RPS
D 3
.2
accu
rate
ly u
se m
easu
ring
dev
ices
and
re
cord
thei
r fin
ding
s us
ing
elec
tron
ic
char
ts a
nd g
raph
s
RPS
D 3
.3
crea
te a
nd a
naly
se e
lect
roni
c ch
arts
, m
aps,
and
gra
phs
to p
redi
ct p
atte
rns
and
rela
tion
ship
s in
info
rmat
ion,
an
d to
sup
port
dec
isio
n-m
akin
g
RPS
D 3
.4
com
plet
e sh
ort,
clea
rly
defin
ed
rese
arch
task
s, a
sses
sing
info
rmat
ion
sele
cted
from
sev
eral
sou
rces
bey
ond
pape
r an
d pr
int-
base
d m
edia
, wit
h te
ache
r as
sist
ance
RPS
D 3
.5
ackn
owle
dge
the
sour
ces
of th
eir
info
rmat
ion
usin
g si
mpl
e ci
tati
on
form
ats,
wit
h te
ache
r as
sist
ance
RES
EAR
CH, P
RO
BLE
M S
OLV
ING &
DEC
ISIO
N M
AK
ING
BY T
HE
END O
F TH
E K
EY-S
TAG
E, IN
AD
DIT
ION T
O T
HE
PREV
IOU
S K
EY-S
TAG
E O
UTC
OM
ES
Stud
ents
will
be
expe
cted
to
ICT
LEA
RN
ING O
UTC
OM
ES O
RG
AN
IZED
BY S
TRA
ND
RPS
D 6
.1 (R
ELAT
ES T
O 3
.1)
loca
te r
elev
ant i
nfor
mat
ion
by u
sing
th
e ap
prop
riat
e or
gani
zati
onal
feat
ures
of
and
sea
rch
stra
tegi
es a
pplic
able
to
book
s, o
ther
pri
nt, a
udio
CD
s, v
ideo
s,
com
pute
r so
ftw
are,
mul
tim
edia
, onl
ine
peri
odic
als,
and
the
Inte
rnet
, wit
h so
me
teac
her
assi
stan
ce
RPS
D 6
.2 (R
ELAT
ES T
O 3
.2, 3
.3)
use
appr
opri
ate
tech
nolo
gica
l too
ls fo
r co
ncep
t map
ping
, pro
blem
sol
ving
, ob
serv
atio
n, m
easu
rem
ent,
calc
ula-
tion
, gra
phin
g an
d ch
arti
ng to
exp
lore
co
ncep
ts u
nder
stu
dy
RPS
D 6
.3 (R
ELAT
ES T
O 3
.1, 3
.2, 3
.3)
use
rese
arch
info
rmat
ion
to s
uppo
rt
argu
men
ts, w
ith
teac
her
supp
ort
RPS
D 6
.4 (R
ELAT
ES T
O 3
.4)
com
plet
e sh
ort,
clea
rly
defin
ed r
esea
rch
task
s, a
sses
sing
info
rmat
ion
sele
cted
fr
om s
ever
al s
ourc
es b
eyon
d pa
per
and
prin
t-ba
sed
med
ia, w
ith
som
e te
ache
r as
sist
ance
RPS
D 6
.5 (R
ELAT
ES T
O 3
.5)
ackn
owle
dge
the
sour
ces
of th
eir
info
r-m
atio
n us
ing
sim
ple
cita
tion
form
ats,
w
ith
inde
pend
ence
RPS
D 9
.1 (R
ELAT
ES T
O 6
.2)
sele
ct a
ppro
pria
te m
easu
ring
and
re
cord
ing
devi
ces
and/
or s
oftw
are
to c
olle
ct d
ata,
dis
cove
r pa
tter
ns o
f ch
ange
ove
r ti
me,
sol
ve p
robl
ems
and
m
ake
logi
cal d
ecis
ions
bas
ed o
n th
eir
inve
stig
atio
ns; w
ith
teac
her
assi
stan
ce
RPS
D 9
.2 (R
ELAT
ES T
O 6
.1, 6
.2)
crea
te a
nd u
se e
lect
roni
c ch
arts
, m
aps,
tabl
es, g
raph
s, s
prea
dshe
ets,
an
d da
taba
ses
to c
olle
ct, a
naly
se a
nd
disp
lay
data
inde
pend
ently
RPS
D 9
.3 (R
ELAT
ES T
O 6
.1, 6
.2)
wri
te a
nd r
epre
sent
thei
r re
sear
ch
usin
g th
e st
ruct
ures
, fea
ture
s, c
onve
n-ti
ons,
and
tech
niqu
es o
f spe
cial
ized
pu
blic
atio
n an
d pr
esen
tati
on fo
rmat
s w
ith
grow
ing
fluen
cy
RPS
D 9
.4 (R
ELAT
ES T
O 6
.3, 6
.4)
asse
ss th
e qu
alit
y, c
ompr
ehen
sive
ness
, bi
ases
, and
per
spec
tive
s of
pri
nt, m
e-di
a an
d el
ectr
onic
res
ourc
es fo
r us
e in
th
eir
curr
icul
ar s
tudi
es, w
ith
teac
her
guid
ance
RPS
D 9
.5 (R
ELAT
ES T
O 6
.1 –
6.4
)cr
itic
ally
eva
luat
e ho
w s
tyle
, for
m,
sour
ce, a
nd m
ediu
m in
fluen
ce th
e ac
cess
ibili
ty, v
alid
ity,
and
mea
ning
of
info
rmat
ion
inde
pend
ently
RPS
D 1
2.1
(REL
ATES
TO
9.1
)se
lect
app
ropr
iate
dev
ices
and
sof
twar
e to
col
lect
dat
a, s
olve
pro
blem
s an
d no
te p
atte
rns;
to m
ake
logi
cal d
ecis
ions
an
d dr
aw c
oncl
usio
ns; a
nd to
pre
sent
re
sults
, wit
h ge
nera
l sup
ervi
sion
RPS
D 1
2.2
(REL
ATES
TO
9.4
)id
enti
fy, e
valu
ate,
and
com
pare
the
qual
ity,
con
grue
ncie
s, d
iscr
epan
cies
, om
issi
ons,
bia
ses,
and
per
spec
tive
s of
in
form
atio
n co
nten
t of p
rint
, med
ia,
and
elec
tron
ic r
esou
rces
RPS
D 1
2.3
(REL
ATES
TO
9.3
– 9
.8)
eval
uate
and
org
aniz
e id
eas
and
info
r-m
atio
n fr
om a
wid
e ra
nge
of m
edia
an
d a
vari
ety
of s
ourc
es to
mee
t the
ir
curr
icul
um n
eeds
effi
cien
tly a
nd
inde
pend
ently
RPS
D 1
2.4
(REL
ATES
TO
9.7
)id
enti
fy th
e st
reng
ths
and
limit
atio
ns
of d
iffer
ent a
ppro
ache
s to
res
earc
h, a
nd
sele
ct th
ose
appr
oach
es w
hich
effi
cien
tly
mee
t the
ir le
arni
ng n
eeds
RPS
D 1
2.5
(REL
ATES
TO
9.4
–9.
8)co
ntri
bute
to th
e de
velo
pmen
t of
crit
eria
for
sele
ctin
g a
rese
arch
topi
c,
and,
bas
ed o
n th
ose
crit
eria
, defi
ne a
nd
com
plet
e a
rese
arch
task
effi
cien
tly
RPS
D 1
2.6
(REL
ATES
TO
9.9
)ac
cura
tely
rec
ord
and
cite
, usi
ng a
ca-
dem
ical
ly a
ccep
ted
form
ats
and
stan
-da
rds,
sou
rces
of i
nfor
mat
ion
cont
ribu
t-in
g to
thei
r re
sear
ch
NO
VA S
CO
TIA D
EPA
RTM
ENT
OF
EDU
CAT
ION
33
T
HE
INTE
GR
ATIO
N O
F IN
FOR
MAT
ION A
ND C
OM
MU
NIC
ATIO
N T
ECH-
RPS
D 9
.6 (R
ELAT
ES T
O 6
.3, 6
.4)
sele
ct a
nd r
efine
a r
esea
rch
topi
c, a
c-co
rdin
g to
teac
her-
prov
ided
cri
teri
a,
to fu
lfill
a cu
rric
ulum
req
uire
men
t, w
ith
teac
her
assi
stan
ce
RPS
D 9
.7 (R
ELAT
ES T
O 6
.1 –
6.4
)as
sess
the
stre
ngth
s an
d lim
itat
ions
of
diff
eren
t app
roac
hes
to r
esea
rch,
then
se
lect
thos
e ap
proa
ches
whi
ch m
ore
effic
ient
ly m
eet t
heir
lear
ning
nee
ds,
wit
h te
ache
r as
sist
ance
RPS
D 9
.8 (R
ELAT
ES T
O 6
.1 -
6.4
)ex
peri
ence
com
fort
, sec
urit
y an
d cl
arit
y th
at w
ell-
rese
arch
ed s
olut
ions
an
d co
nclu
sion
s ar
e va
lid a
nd r
elia
ble,
th
ough
unc
omm
on o
r un
expe
cted
RPS
D 9
.9 (R
ELAT
ES T
O 6
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THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM NOVA SCOTIA DEPARTMENT OF EDUCATION34
ICT INTEGRATION WEBSITE IMPLEMENTATION SUPPORTResources and implementation supports for this document are currently in development at http://lrt.ednet.ns.ca. The following topics and headings have been identified for development to support implementation of ICT key-stage outcomes.
ILLUSTRATIVE EXAMPLES OF CURRICULAR INTEGRATIONS OF ICT WORKING WITH THE ICT STUDENT LEARNING OUTCOMES
• Forms of Evidence of Student Accomplishment of ICT outcomes
• Examples of Student Accomplishment with Assessment Notations
• Setting Criteria for Assessment of ICT outcomes within Subject Areas
• Using Assessment Information for Instructional Purposes
• Sample Assessment Templates
• Communicating Assessment Results: Purposes and Strategies
THE ETHICAL USE OF INTELLECTUAL PROPERTY IN ICT INFUSED CLASSROOMS • FAQ
• Web links
• What does the ethical and legal use of intellectual property look like in a technology integrated learning environment?
• Canadian Copyright Law and Education
• Educational Exemptions to Canadian Copyright Law
• Strategies for Working Ethically and Legally with Intellectual Property
• Consequences of Theft of Intellectual Property
• Sample Copyright Permission Request Forms
• Public School Program Network Access and Use Policy
WORKING WITH TECHNOLOGY: SAFE, ERGONOMIC, AND HEALTHY PRACTICES
IMPLEMENTATION RESOURCES • Approved Software Listings
• Template Materials
• Rubrics
• Lesson Plans
NOVA SCOTIA DEPARTMENT OF EDUCATION THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM 35
ORGANIZING THE CLASSROOM FOR LEARNING
PROVIDING STUDENTS WITH LEARNING CHOICE
SUPPORTING STUDENT LITERACY ACROSS THE CURRICULUM USING ICT
TEACHER PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND RESOURCES
GLOSSARY OF ICT INTEGRATION TERMS