- Demonstrate effective use of a computer system
and utilize computer software.
[Sample enablers: use a variety of
computer system input/output devices and peripherals; store, organize,
and retrieve software programs and data files on a variety of storage
devices; use different types of software programs including
instructional, productivity, application tools, and courseware;
troubleshoot general hardware and software problems.]
It is expected that by the year 2000, all
classrooms in Virginia schools will have computers for teacher and
student use. In the "information age," the need to operate a
computer and utilize basic software should be as much a part of the
daily routine for instructional personnel as it is for most of the
business world.
- Apply knowledge of terms associated with
educational computing and technology.
[Sample enablers: apply functional
knowledge of basic computer components, e.g., operating, application,
and utility software; permanent and removable storage (main memory, hard
drive, and optical or magnetic disc); monitor; scanner and digital
camera; matrix, inkjet, and laser printers; apply functional knowledge
of various technology tools, e.g., video records and players, optical
disc players, computer presentation devices, multimedia computer work
station.]
Educators need a common vocabulary and a
functional understanding of educational technologies.
- Apply computer productivity tools for
professional use.
[Sample enablers: use software tools to assist with
classroom administrative tasks; use software tools to design, customize,
or individualize instructional materials; use software to enhance
communication with students, parents, and community; use
telecommunications software to collaborate and find resource materials.]
The use of basic productivity software to aid with
student records, correspondence, management, and instructional materials
development can be effective and time efficient. Educators should be
able to model how technology can be used to enhance learning and job
performance.
- Use electronic technologies to access and
exchange information.
[Sample enablers: use local and worldwide
telecommunications; use search strategies to retrieve electronic
information.]
An understanding of how to search for, organize,
and present information using modem media is becoming a common workplace
and learning skill. State and national technology initiatives are moving
toward local area networks for all schools. These networks are connected
to state, national, and international networks. Educators must know how
to access networks and to exchange and/or retrieve information for both
teaching and professional development.
- Identify, locate, evaluate, and use appropriate
instructional technology-based resources (hardware and software) to
support Virginia's Standards of Learning and other instructional
objectives.
[Sample enablers: understand types, characteristics,
sources, and use of effective instructional software and other
technology-based learning resources; use tools of technology including,
but not limited to, computers, modems, networks, printers, large group
presentation devices, scanners, digital cameras, camcorders, video
cassette recorders, optical disc players, etc.]
Educators need to utilize effectively all
available resources, both traditional and technology-based, and be able
to use these resources to assist students in achieving the Standards of
Learning.
- Use educational technologies for data
collection, information management, problem solving, decision making,
communications, and presentation within the curriculum.
[Sample
enablers: incorporate, word processing, spreadsheet, or database
software in instruction; incorporate telecommunications as a component
of instruction; and use a presentation and/or authoring program to
present a lesson or develop instructional materials.]
Many modern jobs require the skills that are
mentioned in this standard. Students will need learning experiences that
help them become life-long learners with the ability to function in
these areas, regardless of their eventual work or educational
environment. Therefore, teachers must develop and model skills in the
use of technology in order to offer students appropriate learning
experiences.
- Plan and implement lessons and strategies that
integrate technology to meet the diverse needs of learners in a variety
of educational settings.
[Sample enablers: utilize technology to facilitate
assessment and student-centered instruction as determined by the
discipline and/or grade level taught; use multimedia, hypermedia, and
telecommunications software to support individual and/or small group
instruction; as teaching assignments dictate, utilize and/or
understand resources available concerning adaptive technology; use
technology effectively in various educational settings, e.g., one
computer in a classroom, class-size computer lab, computers in
classroom clusters or mini labs, multimedia computer work stations,
integrated learning systems (ELS); effectively utilize an automated
library media center.]
Educators strive to be responsive to the
individual needs and learning styles of a diverse group of students.
Technology-based resources can be used to meet these diverse needs in a
variety of classroom and laboratory settings.
- Demonstrate knowledge of ethical and legal
issues relating to the use of technology.
[Sample enablers: abide by
copyright laws, practice responsible uses of technology.]
Educators using instructional technology serve as
models for students. They must have a basic understanding of the complex
issues regarding the legal and ethical uses of technology.