A major component of the NETS Project is the development of
a general set of profiles describing technology-literate students at key
developmental points in their pre-college education. These profiles reflect the
underlying assumption that all students should have the opportunity to develop
technology skills that support learning, personal productivity, decision
making, and daily life. These profiles and associated standards provide a
framework for preparing students to be lifelong learners who make informed
decisions about the role of technology in their lives.
GRADES 3 - 5
Performance Indicators:
All students should have opportunities to
demonstrate the following performances. Prior to
completion of Grade 5 students will:
1.
Use keyboards and other
common input and output devices (including adaptive devices when necessary)
efficiently and effectively. (1)
2.
Discuss common uses of
technology in daily life and the advantages and disadvantages those uses
provide. (1, 2)
3.
Discuss basic issues
related to responsible use of technology and information and describe personal
consequences of inappropriate use. (2)
4.
Use general purpose
productivity tools and peripherals to support personal productivity, remediate
skill deficits, and facilitate learning throughout the curriculum. (3)
5.
Use technology tools (e.g.,
multimedia authoring, presentation, Web tools, digital cameras, scanners) for
individual and collaborative writing, communication, and publishing activities
to create knowledge products for audiences inside and outside the classroom.
(3, 4)
6.
Use telecommunications
efficiently and effectively to access remote information, communicate with
others in support of direct and independent learning, and pursue personal
interests. (4)
7.
Use telecommunications and
online resources (e.g., e-mail, online discussions, Web environments) to
participate in collaborative problem-solving activities for the purpose of
developing solutions or products for audiences inside and outside the
classroom. (4, 5)
8.
Use technology resources
(e.g., calculators, data collection probes, videos, educational software) for
problem solving, self-directed learning, and extended learning activities. (5,
6)
9.
Determine when technology
is useful and select the appropriate tool(s) and technology resources to
address a variety of tasks and problems. (5, 6)
10.
Evaluate the accuracy,
relevance, appropriateness, comprehensiveness, and bias of electronic
information sources. (6)
Numbers in parentheses following each performance indicator
refer to the standards category to which the performance is linked. The
categories are: