| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Georgia QCCs use the following strands: | NETS uses the following standards categories | ||||
| 1. Basic skills | 1. Basic operations and concepts | ||||
| 2. Communication | 2. Societal, ethical and human issues | ||||
| 3. Problem Solving / Decision making | 3. Technology production tools | ||||
| 4. Productivity | 4. Technology communication tools | ||||
| 5. Research | 5. Technology research tools | ||||
| 6. Societal and ethical issues | 6.Technology problem solving and decision making | ||||
| Pre-Kindergarten | |||||
| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Georgia Standards begin in kindergarten | Basic Operations and Concepts (1) | Use a variety of media and technology resources for directed and independent learning activities | |||
| Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. | |||||
| Communicate about technology using developmentally appropriate and accurate terminology | |||||
| Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning | |||||
| Technology communication skills (4) | Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. | ||||
| Technology problem solving and decision making (6) | Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3,4,5,6) | ||||
| Technology production tools (3) | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners | ||||
| Technology research tools (5) | |||||
| Societal, ethical, and human issues (2) | Practice responsible use of technology systems and software. | ||||
| Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom | |||||
| Demonstrate positive social and ethical behaviors when using technology | |||||
| Kindergarten | |||||
| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Basic Skills (1) | Identifies basic technology tools | Basic Operations and Concepts (1) | Use a variety of media and technology resources for directed and independent learning activities | ||
| Demonstrates understanding of basic technology and telecommunication tools | Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. | ||||
| Demonstrates understanding of the uses of technology and communication tools at home and in the community | Communicate about technology using developmentally appropriate and accurate terminology | ||||
| Follows established rules for the care and use of technology tools | |||||
| Operates basic technology tools and applications | Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning | ||||
| Communication (2) | Uses technology to gather information and communicate with others with teacher guidance | Technology communication skills (4) | Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. | ||
| Problem solving/decision making (3) | Uses technology to solve problems and make decisions with teacher guidance | Technology problem solving and decision making (6) | Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3,4,5,6) | ||
| Productivity (4) | Utilizes technology tools to facilitate the writing process with teacher guidance | Technology production tools (3) | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners | ||
| Uses multimedia tools to express ideas with teacher guidance. | |||||
| Research (5) | Uses basic research techniques with teacher guidance. | Technology research tools (5) | |||
| Socital and ethical issues (6) | Recognizes the appropriate uses of information and information technology. | Societal, ethical, and human issues (2) | Practice responsible use of technology systems and software. | ||
| Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom | |||||
| Demonstrate positive social and ethical behaviors when using technology | |||||
| First Grade | |||||
| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Basic Skills (1) | Identifies basic technology tools | Basic Operations and Concepts (1) | Use a variety of media and technology resources for directed and independent learning activities | ||
| Demonstrates understanding of basic technology and telecommunication tools | Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. | ||||
| Demonstrates understanding of the uses of technology and communication tools at home and in the community | Communicate about technology using developmentally appropriate and accurate terminology | ||||
| Follows established rules for the care and use of technology tools | |||||
| Operates basic technology tools and applications | Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning | ||||
| Communication (2) | Uses technology to gather information and communicate with others with teacher guidance | Technology communication skills (4) | Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. | ||
| Problem solving/decision making (3) | Uses technology to solve problems and make decisions with teacher guidance | Technology problem solving and decision making (6) | Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3,4,5,6) | ||
| Productivity (4) | Utilizes technology tools to facilitate the writing process with teacher guidance | Technology production tools (3) | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners | ||
| Uses multimedia tools to express ideas with teacher guidance. | |||||
| Uses technology tools to create charts and graphs with teacher guidance. | |||||
| Research (5) | Uses basic research techniques with teacher guidance. | Technology research tools (5) | |||
| Socital and ethical issues (6) | Recognizes the appropriate uses of information and information technology. | Societal, ethical, and human issues (2) | Practice responsible use of technology systems and software. | ||
| Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom | |||||
| Demonstrate positive social and ethical behaviors when using technology | |||||
| Second Grade | |||||
| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Basic Skills (1) | Identifies basic technology tools | Basic Operations and Concepts (1) | Use a variety of media and technology resources for directed and independent learning activities | ||
| Demonstrates understanding of basic technology and telecommunication tools | Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. | ||||
| Demonstrates understanding of the uses of technology and communication tools at home and in the community | Communicate about technology using developmentally appropriate and accurate terminology | ||||
| Follows established rules for the care and use of technology tools | |||||
| Operates basic technology tools and applications | Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning | ||||
| Communication (2) | Uses technology to gather information and communicate with others with teacher guidance | Technology communication skills (4) | Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. | ||
| Problem solving/decision making (3) | Uses technology to solve problems and make decisions with teacher guidance | Technology problem solving and decision making (6) | Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3,4,5,6) | ||
| Productivity (4) | Utilizes technology tools to facilitate the writing process with teacher guidance | Technology production tools (3) | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners | ||
| Uses multimedia tools to express ideas with teacher guidance. | |||||
| Uses technology tools to create charts and graphs with teacher guidance. | |||||
| Uses brainstorming/webbing software in planning, organizing, and prewriting with teacher guidance | |||||
| Research (5) | Uses basic research techniques with teacher guidance. | Technology research tools (5) | |||
| Socital and ethical issues (6) | Recognizes the appropriate uses of information and information technology. | Societal, ethical, and human issues (2) | Practice responsible use of technology systems and software. | ||
| Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom | |||||
| Demonstrate positive social and ethical behaviors when using technology | |||||
| Third Grade | |||||
| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Basic Skills (1) | Identifies basic technology tools | Basic Operations and Concepts (1) | Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) | ||
| Demonstrates understanding of basic technology and telecommunication tools | Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2) | ||||
| Demonstrates understanding of the uses of technology and communication tools at home and in the community | |||||
| Follows established rules for the care and use of technology tools | |||||
| Operates basic technology tools and applications | |||||
| Communication (2) | Uses technology to gather information and communicate with others. | Technology communication skills (4) | Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4) | ||
| Problem solving/decision making (3) | Uses technology to solve problems and make decisions with teacher guidance | Technology problem solving and decision making (6) | Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6) | ||
| Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6) | |||||
| Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6) | |||||
| Productivity (4) | Utilizes technology tools to facilitate the writing process. | Technology production tools (3) | Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3) | ||
| Uses multimedia tools to express ideas. | 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) | ||||
| Uses technology tools to create charts and graphs with teacher guidance. | |||||
| Uses brainstorming/webbing software in planning, organizing, and prewriting with teacher guidance | |||||
| Research (5) | Uses basic research techniques with teacher guidance. | Technology research tools (5) | 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) | ||
| Socital and ethical issues (6) | Recognizes the appropriate uses of information and information technology. | Societal, ethical, and human issues (2) | Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2) | ||
| Demonstrates legal and ethical uses of technology and information | |||||
| Fourth Grade | |||||
| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Basic Skills (1) | Identifies basic technology tools | Basic Operations and Concepts (1) | Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) | ||
| Demonstrates understanding of basic technology and telecommunication tools | Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2) | ||||
| Demonstrates understanding of the uses of technology and telecommunication tools in society.* | |||||
| Follows established rules for the care and use of technology tools | |||||
| Operates basic technology tools and applications | |||||
| Communication (2) | Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.* | Technology communication skills (4) | Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4) | ||
| Problem solving/decision making (3) | Uses technology to solve problems and make decisions with teacher guidance | Technology problem solving and decision making (6) | Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6) | ||
| Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6) | |||||
| Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6) | |||||
| Productivity (4) | Applies word processing and desktop publishing tools to facilitate the writing process.* | Technology production tools (3) | Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3) | ||
| Uses multimedia tools to express ideas. | 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) | ||||
| Uses technology tools to create charts and graphs with teacher guidance. | |||||
| Uses brainstorming/webbing software in planning, organizing, and prewriting. * | |||||
| Research (5) | Uses basic research techniques with teacher guidance. | Technology research tools (5) | 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) | ||
| Societal and ethical issues (6) | Recognizes the appropriate uses of information and information technology. | Societal, ethical, and human issues (2) | Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2) | ||
| Demonstrates legal and ethical uses of technology and information | |||||
| Fifth Grade | |||||
| Georgia Performance Standards-QCC | National Educational Technology Standards | ||||
| Basic Skills (1) | Identifies basic technology tools | Basic Operations and Concepts (1) | Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) | ||
| Demonstrates understanding of basic technology and telecommunication tools | Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2) | ||||
| Demonstrates understanding of the uses of technology and telecommunication tools in society.* | |||||
| Follows established rules for the care and use of technology tools | |||||
| Operates basic technology tools and applications | |||||
| Communication (2) | Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.* | Technology communication skills (4) | Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4) | ||
| Problem solving/decision making (3) | Identifies and uses technology tools to solve problems with teacher assistance* | Technology problem solving and decision making (6) | Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6) | ||
| Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6) | |||||
| Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6) | |||||
| Productivity (4) | Applies word processing and desktop publishing tools to facilitate the writing process.* | Technology production tools (3) | Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3) | ||
| Uses multimedia tools to express ideas. | 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) | ||||
| Uses technology tools to create charts and graphs with teacher guidance. | |||||
| Uses brainstorming/webbing software in planning, organizing, and prewriting. * | |||||
| Research (5) | Uses basic research techniques with teacher guidance. | Technology research tools (5) | 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) | ||
| Societal and ethical issues (6) | Recognizes the appropriate uses of information and information technology. | Societal, ethical, and human issues (2) | Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2) | ||
| Demonstrates legal and ethical uses of technology and information | |||||