August 2014 Course Development with Instructional Design and Technology (IDT)
Instructional Technology Curriculum - Paterson … Technology/Grade... · 2 | P a g e Course...
Transcript of Instructional Technology Curriculum - Paterson … Technology/Grade... · 2 | P a g e Course...
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Instructional Technology Curriculum
Kindergarten (Unit 1)
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Course Description
Subject Area: Instructional Technology
Course Name: Instructional Technology-K
Grade(s): K
Description: Kindergarten is often the first formal introduction that students will have to technological hardware, applications, computer programming/coding and 21st
century skills. A strong foundation with technological literacy will benefit all of the students at Paterson Public Schools with their core academic subjects and it will enable
them to engage in the 4C's, Critical Thinking, Communication, Collaboration and Creativity. Students in Kindergarten will also be introduced to coding through the code.org
platform. Computer Programming/Coding is a skillset that is rising in demand in all economic fields throughout the globe. There is a purposeful intent to immerse our
Kindergarten students with computerized coding throughout the entire academic school year so that they may become viable candidates in tomorrow's technological work
force.
Central themes for this course:
Students gain familiarity with basic computer input methods
Critical concepts of online safety and digital citizenship are introduced.
Internet safety topics that are required for E-Rate funding are taught with grade appropriate instruction that is based on research.
Students learn how to gather information, what facts are, and how to organize them.
They begin to use databases and graphics software to organize ideas and information and to present it visually.
Students will be introduced to computer programming/coding
Key Skills/Areas:
A. Technology Operations and Concepts
B. Creativity and Innovation
C. Communication and Collaboration
D. Digital Citizenship
E. Research and Information Literacy
F. Critical Thinking, Problem Solving, and Decision Making
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Pacing Chart
Unit I Unit II Unit III Unit IV
Computer Fundamentals
Computer Programming
Course A Code.org
Intro to Mouse Skills
Computer Programming
Course A Code.org
Intro Keyboarding
Computer Programming
Course A Code.org
Online Communication
Computer Programming
Course A Code.org
9 Weeks 9 Weeks 9 Weeks 9 Weeks
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Career Ready Practices Standards
CRP1, CRP2, CRP3, CRP4
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding
every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They
think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families,
community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the
greater good.
Examples of use within the unit:
Kindergarten students will learn that computers are systems of pieces that work together much like their own human bodies. They will be encouraged to
understand that computer systems that can be used in many different ways.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make
connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an
academic skill in a workplace situation.
Examples of use within the unit:
Kindergarten students will be introduced to the basic functional features of hardware devices such as how to navigate a touch screen device and how to use
a keyboard and mouse.
CRP3. Attend to personal health and financial well-being.
Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that
understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to
their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own
career success.
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Examples of use within the unit:
Kindergarten students will learn about working and creating a safe digital environment for themselves. They will also learn about reporting behaviors that
are inappropriate to their teachers and other staff members.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They
communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master
conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others;
they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare
accordingly to ensure the desired outcome.
Examples of use within the unit:
Kindergarten students will learn that a computer or mobile device can be used as a productivity and communication tool.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
Extra time for assigned tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture notes/outline
Processing
Extra response time
Have students verbalize steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Comprehension
Precise step-by-step directions
Short manageable tasks
Brief and concrete directions
Provide immediate feedback
Small group instruction
Emphasize multi-sensory
learning
Recall
Teacher-made checklist
Use visual graphic organizers
Reference resources to
promote independence
Visual and verbal reminders
Graphic organizers
Assistive Technology
Computer/whiteboard
Test-to-speech
Spell-checker
Audio books
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
Behavior/Attention
Consistent daily structured
routine
Simple and clear classroom
rules
Frequent feedback
Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
Leveled Text
Chunking text
Choice Board/Menu
Tiered Instruction
Small group instruction
Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
Use of oral assessment
Tiered learning centers
Tiered questioning
Data-driven student partnerships
Computer/whiteboard
Test-to-speech
Spell-checker
Audio book
Teacher-made checklist
Repeat, clarify or reword directions
Emphasize multi-sensory learning
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Enrichment Accommodate Based on Students Individual Needs: Strategies
● Adaption of Material and Requirements
● Evaluate Vocabulary
● Elevated Text Complexity
● Additional Projects
● Independent Student Options
● Projects completed individual or with Partners
● Self-Selection of Research
● Tiered/Multi Level Activities
● Learning Centers
● Individual Response Board
● Independent Book Studies
● Open-ended activities
● Community/Subject expert mentorships
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Assessments
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Quizzes
Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Gallery Walks
Homework
Create an Original Song, Film, or Poem
Student Response System (clickers)
Self-reflection Rubric
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New Jersey Student Learning Standards - Technology
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and to create and communicate knowledge.
Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and
operations.
Grade
Level
bands
Content Statement
Students will:
Indicator Indicator
K-2 Understand and use technology systems. 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
8.1.2.A.2 Use technology terms in daily practice.
8.1.2.A.3 Discuss the common uses of computer applications and hardware and
identify their advantages and disadvantages.
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaborate and to create and communicate knowledge.
Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative
products and process using technology.
Grade
Level
bands
Content Statement
Students will:
Indicator Indicator
K-2 Apply existing knowledge to generate
new ideas, products, or processes.
Create original works as a means of
personal or group expression.
8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital
tools and resources.
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Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
All students will develop an understanding of the nature and impact of technology, engineering, technological design,
computational thinking and the designed world as they relate to the individual, global society, and the environment.
Strand B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when
designing technology systems and products in the global society.
Grade
Level
bands
Content Statement
Students will be able to
understand:
Indicator Indicator
The role of society in the
development and use of
technology.
8.2.2.B.3 Identify products or systems that are designed to meet human needs.
The influence of technology
on history. 8.2.2.B.4 Identify how the ways people live and work has changed because of technology.
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NJDOE Student
Learning Objective
Essential Questions Sample Activities Resources Interdisciplinary
Connections
COMPUTER FUNDAMENTALS
Identify parts and uses of a
computer hardware system.
Identify components of a
computer and their uses.
Identify input, output, and
processing devices.
Understands that symbols can
represent functions of
technology.
Identify functions of
technology based on their
symbols.
Understands that symbols can
act as instructions for working
with technology.
What are the roles of each
computer hardware
component?
What are the parts of the
computer and how do they
work?
How can I use the mouse to
access and start programs and
make things happen while
working on the computer?
How does experimenting with
different tools help me learn
how the computer works?
Picture Bingo
Students label a
computer
Mouse skills
Class discussion
ABCya!
ABCya!
http://minimouse.us/inde
x.html
SRA
Little Buds
BBC
Science: Students will
make observations about
what types of situations
will warrant the use of a
computer.
K-2-ETS1-1
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Unit Vocabulary
Grade K:
curser
mouse
drag and drop
double click
select
pointer
spinner
output device
symbols
icon
menu
exit
close
video
technology
audio
symbol
input device
keyboard
computer
monitor
printer
speaker
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REQUIRED CODING LESSONS
COURSE A https://studio.code.org/s/coursea
COURSE A Objectives
UNIT LESSON & STANDARDS Students will be able to:
1 Lesson 1: Debugging: Unspotted Bugs Express that they have noticed when something goes differently than what is
expected.
8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
All students will develop an understanding of the nature and impact of technology, engineering, technological design,
computational thinking and the designed world as they relate to the individual, global society, and the environment. Identify what the expected result was before an error occurs.
CSTA K-12 Computer Science Standards
AP - Algorithms & Programming Determine and describe the difference between what was expected and what
actually happened in the event of an error.
· 1A-AP-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
1 Lesson 2: Persistence & Frustration: Stevie and the Big Project Recognize and point out symptoms of frustration.
8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
All students will develop an understanding of the nature and impact of technology, engineering, technological design,
computational thinking and the designed world as they relate to the individual, global society, and the environment.
Describe at least one reason why they will choose to be persistent in the face of
frustration, rather than giving up.
CSTA K-12 Computer Science Standards
AP - Algorithms & Programming
· 1A-AP-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
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1 Lesson 3: Real-Life Algorithms: Plant a Seed Decompose large activities into a series of smaller events.
8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
All students will develop an understanding of the nature and impact of technology, engineering, technological design,
computational thinking and the designed world as they relate to the individual, global society, and the environment. Arrange sequential events into their logical order.
CSTA K-12 Computer Science Standards
AP - Algorithms & Programming
· 1A-AP-08 - Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete
tasks.
· 1A-AP-09 - Model the way programs store and manipulate data by using numbers or other symbols to represent information.
· 1A-AP-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
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Optional Unit Project I (Choose 1)
GRADE K
Project (Suggested) Project (Suggested)
Internet Safety Poster
Class Periods: 1
Technology Learning Objectives:
Using brainpopjr students create a poster on safe internet
practices.
Computer Poster
Class Periods: 1
Technology Learning Objectives:
Students create a poster on parts of the computer.
END