Franklin Northeast Supervisory Union: Technolgy PowerStandards & Indicators
Quick Links to: PS #1 - PS #2 - PS #3 - PS #4 - PS #5
Power Standard #1:  
Basic Operations and Concepts -
--Students demonstrate a sound understanding of the nature and operation of technology systems.
--Students are Proficient in the use of technology.
 Endurance:
Build Proficiency for success in personal, professional, and academic lives.		 Leverage:  
To build efficiency and organization across the curriculum.		 Readiness for the next level of learning:
Foundation for higher level functioning in a technological environment.		 VT & NETS  Standards:
1.18, 1.19, 1.20, IT 1
Use of hardware.
Use of operating systems and standard features of applications, organization, and navigation.
Working with files.



 
Nature & Operations
Students demonstrate an understanding of nature and operations of technology
 		 Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
1. Describes how to use basic input devices, output devices and software resources.
(Mouse, keyboard, monitor and CDs.)		 1.  Students know how to use basic input and output devices, access network resources, and common peripherals
(scanners, digital cameras, projectors, etc.)		 1.  Students recognize hardware
and software components used
to provide access to network
resources and know how
common peripherals are accessed,
controlled, connected, and used
effectively and efficiently.
1.  Students describe new and/or
advanced technology mediums
and technology career
opportunities.
(GPS, webcasting,
graphing calculators, etc.)
2. Students name common
technology found in homes

(VCR, CD/DVD Players, Video Camera, etc.)		 2. Students recognize, discuss, and visually represent ways
technology has changed life over the past three decades.		 2. Students know how to
evaluate, select, and use
appropriate technology tools and
information resources to design,
plan, develop, and communicate
content information
appropriately, addressing the
target audience and providing
accurate citations for sources. 		2. Students identify capabilities
and limitations of contemporary
and emerging technology
resources and assess the
potential of these systems and
services to address personal,
lifelong learning, and
workplace needs.
 3. Students identify functions
represented by symbols and
icons commonly found in
application programs (e.g., font,
size, bold, underline, alignment,
color of type). 		3. Students identify and know how to use Menu options 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.		 3. Students know how to
identify appropriate file formats
for a variety of applications and
apply utility programs to
convert formats, as necessary,
for effective use in Web, video,
audio, graphic, presentation,
word processing, database,
publication, and spreadsheet
applications. 		3. Students collaborate in
teams to illustrate content-
related concepts integrating a
variety of media (e.g., print,
audio, video, graphic, probes,
simulations, models) with
presentation, word processing,
publishing, database, graphics
design software, or spreadsheet
applications.
4. 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). 		4. Know proper keyboarding position and technique to touch
type using the correct hands for
alphabetic, numeric, and special
purpose keys (arrows, escape,
backspace, delete, caps lock,
and control); and know how to
use these keys and the Edit
Menu items to correct errors in
a document. 		4. Students continue touch
typing techniques, increasing
keyboarding facility and
improving accuracy, speed, and
general efficiency in computer
operation. 		4. Students routinely apply
touch typing techniques with
advanced facility, accuracy,
speed, and efficiency as they
complete their assignments.
5. Students discuss how to
properly care for and use
software media (e.g., mini DV
tapes, videotapes, audio tapes). 		5. Students demonstrate proper care/use of software, hardware, etc. 5. Students identify
characteristics of
system, application, virus detection and Firewall software.
Students examine changes in
hardware and software systems
over time. 		5. Students know how to make informed choices among technology systems, resources, and services.
Information Management

b1.  Students are proficient in the use of technology

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 Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
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 (flash drive, cd, etc).		 Students identify basic
software commands used to
manage and maintain computer
files on a hard drive, diskette, or
CD-ROM; manage and
maintain their files on a
network; and know how to
exchange files with other
students and the teacher via network file sharing and email attachments.		 Students identify strategies and
procedures for efficient and
effective management and
maintenance of computer files
in a variety of different media
and formats on a hard drive and
network. 		Students know how to use
advanced utilities (e.g.,
compression, antivirus) with
computer files in a variety of
different media and formats.
Power Standard #2:  
Social Ethical, and Human Issues -
Students demonstrate responsible use of technology systems information and software.

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 Endurance:
Students develop positive attitudes toward technology uses that support life-long learning, collaboration, personal pursuits, and productivity.		 Leverage:  
To be a repsonsible citizen in a technological society.		 Readiness for the next level of learning: 
Preparation for  future educational or professional pursuits.		 VT & NETS  Standards: 
5.14, IT 2
Intellectual property, acceptable use, and working with content information.
a Students understand
the ethical, cultural,
and societal issues
related to
technology. 		Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12

Students identify common uses
of information and
communication technology in
the community and in daily life. 		Students identify issues related
to how information and
communication technology
supports collaboration, personal
productivity, lifelong learning,
and assistance for students with
disabilities. 		Students identify legal and
ethical issues related to use of
information and communication
technology, recognize
consequences of its misuse, and
predict possible long-range
effects of ethical and unethical
use of technology on culture
and society. 		Students analyze current trends
in information and
communication technology and
assess the potential of emerging
technologies for ethical and
unethical uses in culture and
society.
b. Students practice
responsible use of
technology systems,
information, and
software.
Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Students recognize that
copyright affects how one can
use technology systems,
information, and software
resources.		 Students discuss basic issues
related to responsible use of
technology and information,
identify scenarios describing
acceptable and unacceptable
computer use, and describe
personal consequences of
inappropriate use. 		Students discuss issues related
to acceptable and responsible
use of information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism), analyze the
consequences and costs of
unethical use of information
and computer technology (e.g.,
hacking, spamming, consumer
fraud, virus setting, intrusion),
and identify methods for
addressing these risks. 		Students analyze the
consequences and costs of
unethical use of information
and computer technology and
identify how individuals can
protect their technology
systems from the unethical and
unscrupulous user.
c. Students develop
positive attitudes
toward technology
uses that support
lifelong learning,
collaboration,
personal pursuits,
and productivity. 		Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
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 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. 		Students examine issues related
to computer etiquette and
discuss means for encouraging
more effective use of
technology to support effective
communication, collaboration,
personal productivity, lifelong
learning, and assistance for
individuals with disabilities		 Students analyze current trends
in information and
communication technology and
discuss how emerging
technologies could affect
collaboration, enhance personal
productivity, meet the diverse
needs of learners, and promote
opportunities for lifelong
learning among local and global
communities.

Tasks and assessments

(Used NETS Extended Rubrics from Learning Point Associates)

 Task and Assessment rubric (taken from ACSU website) Task and Assessment rubric (taken from ACSU website) Task and Assessment rubric (taken from ACSU website) Task and Assessment rubric (taken from ACSU website)
Power Standard #3:
Productivity Tools -
Students use technology tools to enhance learning, increase productivity, and promote creativity.


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 Endurance: 
Students use technology tools to enhance learning, increase productivity, and promote creativity. 		Leverage:
Students will use these tools across the curriculum.  		 Readiness for the next level of learning: 
Use of these tools will enhance their personal, professional, and academic lives.		 VT & NETS  Standards: 
1.19, 1.20, 1.21, 1.25, IT 3
Word Processing, databases, spreadsheets, paint/draw, visual organizers.
Word Processing Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Enter, select and delete text—manipulate style (bold, italics and underline). Save a file, retrieve a file, change font/size/color and alignment.
Combining text with pictures on a single page.
Use auto shapes
Use spell check.
Embedding an original piece of art, applying text wrap and resizing.
Use spell check/thesaurus. Creating a table.		  Manipulating styles and formats (i.e. headers/footers, borders, page breaks, tabs and margins, multiple columns, text boxes) linking text blocks, span multiple columns, mastheads.
Using spell check/thesaurus/
grammar check.
Creating a table.
Adding elements (arrows, lines, etc.)
Manipulating styles and formats (e.g. header/ footer, borders, page breaks, lists).		  Applying styles and formats (e.g. headers/footers, footnotes/endnotes, borders, page breaks, tabs and margins, multiple columns, text boxes, section breaks, pagination/
repagination, linking text blocks, span multiple columns to create a complex document).
Using spell check, thesaurus and grammar check.
Merging from external data source.
Databases Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
 None at this level.  Entering data into and manipulating an existing database by browsing, sorting and searching/finding/
querying.
Identifying components of database including field/
category, record, file.
Entering data into an existing database.
Creating, entering and manipulating a database using ascending and descending sorting, and searching/finding/querying, using a single criterion.		  Generating a report.
Creating and manipulating a database, by entering, sorting, searching/finding/querying and using multiple criteria.
Identifying single and multiple record formats. (layout)		  Generating a report.
Creating and manipulating a database, by entering, sorting, searching/finding/querying and using multiple criteria.
Spreadsheets Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
 None at this level  Entering data into a spreadsheet template.
Explaining the relationship between data and visual representation (graph).
Creating a graphical representation of numerical data (e.g. bar line and pie).
Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM).
Manipulating format (e.g. resizing rows and columns, font, colors, hiding grid).		  Creating a spreadsheet from a blank page, including formulas and functions (MIN, MAX, MEDIAN, MODE, ROUND), formatting cells (e.g. numeric, monetary, percent, values).
Creating a graphical representation appropriate to the numerical data (e.g. scatter plot, x-y).
Manipulating format (e.g. resizing rows and columns, font, colors, hiding grid).
Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and AVG).
Creating a graphical representation of multiple series of numerical data.		  Creating a spreadsheet from a blank page, including formulas and functions (MIN, MAX, ROUND), formatting cells (e.g. numeric, monetary, percent, values).
Documenting spreadsheets with named cells and comments.
Creating a graphical representation appropriate to the numerical data (e.g. scatter plot, x-y).
Manipulating format (e.g. resizing rows and columns, font, colors, hiding grid).
Referencing formulas from other worksheets.
Paint Draw Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
 Illustrating a simple concept using a paint application.  Illustrating a simple concept using a paint application showing evidence of the following: paint brush, line, rectangle, oval, flood fill, line thickness, brush shapes, colors.
Creating original illustrations using paint and draw applications.
Modifying a digital image using flip, rotate, resize, crop, copy, & paste.
Recognize different file extensions.		  Importing/Inserting objects from other sources.
Selecting and using a draw or paint application appropriate for the task.
Modifying a digital image using flip, rotate, resize, crop, select, copy and paste.
Selecting and saving images in the appropriate format (e.g. jpg, tif, gif).		  Selecting and using a draw or paint application appropriate for the task.
Modifying a digital image using flip, rotate, resize, crop, select, copy, paste.
Selecting, saving and converting images in the appropriate format (e.g. jpg, tif, gif).
Visual Organizer Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
 Entering information into a teacher created template (e.g. concept map).  Illustrating a concept with topic and sub-topics, selecting different shapes and colors to differentiate various levels or processes (e.g. concept map, web, bubble, flow).
Importing an illustration.		  Illustrating a variety of relationships, ideas and topics (e.g. cause and effect, Venn diagram, organizational charts, flow chart).
Importing an illustration.
Linking an element to appropriate files and URL(s).		  Choosing and creating effective visual organizer to illustrate a variety of relationships, ideas and topics (e.g. cause and effect, Venn diagram, organizational charts, flow chart).
Importing an illustration.
Linking an element to appropriate files and URL(s).
Calculators Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
 None at this level  Using grade appropriate calculator and applications/functions (e.g. basic operations).  Using a graphing calculator and grade appropriate applications/functions (e.g. graphing, statistics, tables).  Using a graphing calculator and grade appropriate applications/
functions (e.g. graphing, statistics, tables, equations, matrix).
Power Standards #4:
Communications -
Students demonstrate the use of a variety of media and formats to communicate information and ideas effectively to multiple audiences.

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 Endurance: 
Students use tools to communicate effectively.		 Leverage:  
Students use tools to communicate globally.		 Readiness for the next level of learning: 
In an ever-changing technological society, students will increasingly comunicate using digital forms of media.		 VT & NETS  Standards: 
1.17, 1.19, 1.11, 5.15, IT 4
Multimedia, World Wide Web, email, chat/instant message, online forums.
Multimedia Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Identify components of multi-media presentations (e.g., title, transitions, sound effects, animation, text, graphics) Create a slide presentation including title slide, graphics, text, voice, & sound, related to topic and documentation of sources. Create a linear or non-linear presentation including title slide, graphics, text, voice, & sound related to topic, scanned or digital photo, animation, bibliography, table of contents, and a video clip. Create a linear or non-linear presentation including title slide, graphics, text, voice, & sound related to topic, scanned or digital photo, animation, bibliography, table of contents, video clip.
World Wide Web Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Identify components of a website (e.g., URL, title, hyperlinks).
Use a browser with guidance.		 Describing components of a web address (i.g. ~, /, .edu, .com, .gov, etc.)
Participate in creating a web page including text, graphics, tables and internal and external links.		 Create a web page including text, graphics, tables, and relative and absolute links. Create a web page including text, graphics, tables, and relative and absolute links, sound elements, graph imported from a spread sheet, original digital pictures.
Optimizing graphics for web pages for loading over slow Internet connections (save as a .jpg).
Email, Instant Messaging, blogging, & other forms of electronic communication. Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Participate in guided email project, such as penpals

Send an email message to another local user.
Send an email message to a remote user (i.e., using address with @)
Differentiate between an email and web address.

Maintain a classroom blog, or participate in content-related online discussion group

Send and receive an email attachment.
Use “reply” function.
Use “forward” function.
Use “cc” to copy a message to another individual.
Add an entry into address book and using to send a message.
Attach a file to an email message and noting in the body the file format.
Create a mailing list.
Create a signature.

Maintain a classroom blog, or participate in content-related online discussion group

 Participate in synchronous and ansychronous online communications using a variety of formats such as email, discussion boards, blog, chat, wiki, and other "collaborative" communications.
Power Standards #5:
Research, Problem Solving &
Decision Making-
Students use technology for research, processing data, solving problems, reporting results, and making decisions.

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 Endurance: 
Using technological resources for solving problems and making informed decisions.		 Leverage:  
Using technology across all disciplines in a life-long quest for information.		 Readiness for the next level of learning: 
The ability to use technology to gather information and solve problems.		 VT & NETS  Standards: 
1.12, 1.13, 2.2, 2.3, 5.14, IT 5, IT 6
Digital resources, searching and search engines, browsers. Problem solving and decision making.
Digital Resources Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Access a website using a bookmark or link (Introduced not assessed at this grade level) Navigate and access information from electronic resources, such as online encyclopedias, software programs, etc.
Use multiple resources including
Library catalog
Electronic resources
Internet web pages		 Locate information that is accurate, relevant and appropriate, using a variety of electronic resources(see 3-5). Identify possible bias (opinion vs. fact). Locate information from specialized online databases, post-secondary sources, virtual libraries, periodical databases, etc. identify bias (opinion vs. fact) using a variety of electronic resources.
Searching/Search Engines Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Use a search engine with a teacher determined keyword to locate information Develop a search strategy offline independently.
Use a search engine, implementing the search strategy developed above.
Locate pertinent information using a specific list of search engine		 Develop a search strategy offline independently.
Recognize the differences among the variety of search engines and searching methods
Implement a search strategy using Boolean logic (and, or, not).		 Select an appropriate tool for locating information on the internet.
Implement a search strategy using full Boolean logic including parentheses (behavior and cats or felines)
Browser Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Navigate to various websites using a list of links identified by the teacher
Navigate using forward, back, home, refresh
Use hyperlinks to navigate the world wide web		 Navigate to various websites by typing a URL into a browser
Bookmark sites relevant to their research
Navigate using forward, back, home, refresh
Use hyperlinks to navigate the world wide web		 Bookmark sites relevant to their research
Set preferences in browser		 Use the browser’s history to return to relevant sites.
Use online bookmarking resources to organize favorites
Problem Solving and Decision-making Proficient by the end of grade 2 Proficient by the end of grade 5 Proficient by the end of grade 8 Proficient by the end of grade 12
Identify keywords used in a successful search Be able to explain search strategy (success of using formatting, criteria for search, visual organizers, data representation) Example: What key words did you use in your internet search?
Be able to identify successful vs. unsuccessful elements of their search strategy.
Select appropriate tools and technology resources to organize findings (spread sheet vs. database; word processing vs presentation program
Recognize the need to learn unfamiliar technologies (digital cameras, scanners, probes) in order to conduct research or represent data.
Use electronic ” Help” to solve a problem		 Identify and justify search strategy decisions made (see 3-4)
Example: What key words did you make and why? Are there other words that might have worked
better?
Select appropriate tools and technology resources to organize findings (spread sheet vs. database; word processing vs presentation program)Recognize and use the need to learn unfamiliar technologies (digital cameras, scanners, probes) in order to conduct research or represent data.
Use electronic “Help” to solve a problem.		 Justify decisions made
Example: How did the bar graph represent the data better than a pie chart?
Select and justify appropriate tools and technology resources.
Apply technology skills to learn unfamiliar technologies.
Example: What are the first steps you would take to figure out how to use a new technology?
Use electronic Help to solve a problem or learn something new.
Justify appropriate tools and technology resources to address a variety of tasks and problems.
Successfully Identify and defend a trouble-shooting process
Create and use simulations or models
(spreadsheet to design “what if” scenarios).
Example: What would be the possible effects on the environment of extending the moose-hunting season another week?
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