National Educational Technology Standards for Students

NETS*S

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

I can create products with technology.

Proficient by end of Grade 2	Proficient by end of Grade 5
Students know how to use word processing, drawing tools, presentation software, concept-mapping software, graphing software, and other productivity software to illustrate concepts and convey ideas. Students know how to work together to collect and create pictures, images, and charts for development of word processed reports and electronic presentations.	Students identify and apply common productivity software features such as menus and toolbars to plan, create, and edit word processing documents, spreadsheets, and presentations. Students know procedures for importing and manipulating pictures, images, and charts in word processing documents and spreadsheets, presentations, and other creative works.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

I can work with others and present information using technology.

Proficient by end of Grade 2

Proficient by end of Grade 5

Students, with assistance from the teacher, parents, or student partners, identify procedures for safely and securely using telecommunications tools (e.g., e-mail, bulletin boards, newsgroups) to read, send, or post electronic messages for peers, experts, and other audiences. Students know how to use a variety of developmentally appropriate media (e.g., presentation software, newsletter templates, and Web pages as resources for clip art, music, and information resources) to communicate ideas relevant to the curriculum to their classmates, families, and others.

Students identify telecommunications tools (e-mail, online discussions, Web environments) and online resources for collaborative projects with other students inside and outside the classroom who are studying similar curriculum-related content. Students identify a variety of media and formats to create and edit products (e.g., presentations, newsletters, Web pages, portable document format) that communicate syntheses of information and ideas from the curriculum to multiple audiences.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

I can find information using technology.

Proficient by end of Grade 2

Proficient by end of Grade 5

Students, with assistance from teacher, parents, or student partners, identify steps for using technology resources such as CD-ROMs (reference or educational software) and Web-based search engines to locate information on assigned topics in the curriculum. Students, with assistance form the teacher, know how to use existing common databases (e.g., library catalogs, encyclopedias, online archives, electronic dictionaries) to locate, sort, and interpret information on assigned topics in the curriculum. Students identify technology resources (e.g., simple conceptual mapping software, drawing software) to show steps in a sequence; to demonstrate likenesses and differences, and to recognize, record, and organize information related to assigned curricular topics.

Students describe steps for using common Web search engines and basic search functions of their technology resource to locate information, and guidelines for evaluating information from a variety of sources for its relevance to the curriculum. Students describe how to perform basic queries designed to process data and report results on assigned topics in the curriculum. Students identify, record, and organize information on assigned topics in the curriculum by selecting and using appropriate information and communication technology tools and resources (e.g., slide show, timeline software, database, conceptual mapping).

4. Critical Thinking, Problem Solving, and Decision Making

Student use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

I can record and analyze data with technology.

Proficient by end of Grade 2

Proficient by end of Grade 5

Students know how to select information and communication technology tools and resources that can be used to solve particular problems (e.g., conceptual-mapping software to generate an organize ideas for a report; illustrate or sequence a story; a drawing program to make a picture; presentation software to communicate and illustrate ideas; a graph program to organize and display data; a Web browser and search engine to locate needed information). Students identify ways technology has been used to address real-world problems.

Students know how to apply their knowledge of problem-solving tools to select appropriate technology tools and resources to solve a specific problem or make a decision. Students know how to select and use information and communication technology tools and resources to collect, organize, and evaluate information relevant to a real-world problem.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

I can be respectful, legal, and safe when I use technology.

Proficient by end of Grade 2

Proficient by end of Grade 5

Students identify common uses of information and communication technology in the community and in daily life. Students recognize that copyright affects how one can use technology systems, information, and software resources. Students describe acceptable and unacceptable computer etiquette and how to work cooperatively with peers, family members, and others when using technology in the classroom or at home.

Students identify issues related t how information and communication technology supports collaboration, personal productivity, lifelong learning, and assistance for students with disabilities. Students discuss basic issues related to responsible use of technology an information, identify scenarios describing acceptable and unacceptable computer use, and describe personal consequences of inappropriate use. Students identify software or technology-delivered access that is valuable to them, and describe how it improves their ability to communicate, be productive, or achieve personal goals.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

I can understand technology and it’s basic uses.

Proficient by end of Grade 2

Proficient by end of Grade 5

Students describe how to use basic input devices (e.g., keyboard fingering and mouse or track-pad manipulation), output devices (e.g., monitor and printer use), and software resources (e.g., diskette, CD-ROM use). Students name common technology found in homes (e.g., VCRs, tape or digital recorder, CD players, digital still and video cameras, telephones, radios). Students identify functions represented by symbols and icons commonly found in application programs (e.g., font, size, bold, underline, alignment, color of type). Students know how to use correct sitting, hand, arm, and fingering positions to type complete sentences (including shift for capital letters, space bar for spacing, and punctuation keys). Students discuss how to properly care for and use software media (e.g., mini DV tapes, videotapes, and audio tapes). Students recognize functions of basic File Menu commands (new, open, close, save, save as, print) and folders to manage and maintain computer files on a hard drive or other storage medium (diskette, CD-ROM, flash drive). Students recognize accurate terminology to describe hardware, software, multimedia devices, storage media, and peripherals and to identify the basic functions of technology resources (hardware and software) commonly used in early elementary classrooms.

Students know how to use basic input and output devices (including adaptive devices as needed); access network resources (e.g., printers, fileservers); and use common peripherals (e.g., scanners, digital probes, digital cameras, video projectors). Students recognize, discuss, and visually represent ways technology has changed life and work at school and in the home, community, business, industry, and government over the past decades. Students identify and know how to use Menu option in application programs to develop text, graphic, spreadsheet, and Web documents: save print, format, and add multimedia features; store, access, and manage files; and use dictionary, thesaurus, and spelling and grammar tools. Know proper keyboarding position and technique to touch type using the correct hands for alphabetic, numeric, and special purpose keys (arrows, space, backspace, delete, caps lock, and control); and know how to use these keys and the Edit Menu items to correct errors in a document. Students identify characteristics suggesting that the computer needs upgraded system or application software, virus detection software, or spam defense software to protect the information and functioning of the technology system. Students identify basic software commands used to manage and maintain computer files on a hard drive, diskette, CD-ROM, or flash drive; mange and maintain their files on a network; and know how to exchange files with other students and the teacher via network file-sharing and e-mail attachments. Students identify correct terminology used to describe basic hardware, software, and networking functions, and to discuss the functions, processes, and/or procedures applied in common use of these technology resources.