| 5 - Well Above Average
4 - Above Average 3 -
Average 2 - Below
Average 1- Well Below
Average |
|
Standard I. All teachers use technology-related terms, concepts, data input
strategies, and ethical practices to make informed decisions about current
technologies and their applications.
|
|
I am able to: |
|
|
|
1.01 demonstrate knowledge and appropriate use of
operating systems, software applications, and communication and networking
components. |
|
|
1.02 compare, contrast, and appropriately use various input,
processing, output, and primary/secondary storage devices |
|
|
1.03 select and use software for a defined task according to quality,
appropriateness, effectiveness, and efficiency |
|
|
1.04 delineate and make necessary adjustments regarding compatibility
issues, including, but not limited to, digital file formats and
cross-platform connectivity |
|
|
1.05 use technology terminology appropriate to the task |
|
|
1.06 perform basic software application functions, including, but not
limited to, opening an application program and creating, modifying,
printing, and saving documents |
|
|
1.07 explain the differences between analog and digital technology
systems and give examples of each |
|
|
1.08 use appropriate terminology related to the Internet, including,
but not limited to, electronic mail (e-mail), uniform resource locators
(URLs), electronic bookmarks, local area networks (LANs), wide area
networks (WANs), World Wide Web (WWW) pages, and Hypertext Markup Language
(HTML) |
|
|
1.09 compare and contrast LANs, WANs, the Internet, and
intranets |
|
|
1.10 use a variety of input devices such as mouse/track pad, keyboard,
microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM,
and joystick |
|
|
1.11 demonstrate keyboarding proficiency in technique and posture
while building speed |
|
|
1.12 use digital keyboarding standards for data input such as one
space after punctuation, the use of em/en dashes, and smart quotation
marks |
|
|
1.13 develop strategies for capturing digital files while conserving
memory and retaining image quality |
|
|
1.14 discuss copyright laws, violations, and issues including, but not
limited to, computer hacking, computer piracy, intentional virus setting,
and invasion of privacy |
|
|
1.15 model ethical acquisition and use of digital information
including citing sources using established methods |
|
|
1.16 demonstrate proper etiquette and knowledge of acceptable use of
electronic information and products while in an individual classroom, lab,
or on the Internet or an intranet |
|
|
1.17 identify the impact of technology applications on society through
research, interviews, and personal observation |
|
|
1.18 demonstrate knowledge of the importance of technology to future
careers, lifelong learning, and daily living for individuals of all
ages |
|
Standard II.
All teachers identify task requirements, apply search strategies, and
use current technology to efficiently acquire, analyze, and evaluate a
variety of electronic information.
|
|
I am able to: |
|
|
|
2.01 use strategies to locate and acquire desired information from
collaborative software and on networks, including the Internet and
intranets |
|
|
2.02 apply appropriate electronic search strategies in the acquisition
of information, including keyword and Boolean search strategies |
|
|
2.03 identify, create, and use files in various appropriate formats
such as text, bitmapped/vector graphics, image, video, and audio
files |
|
|
2.04 access, manage, and manipulate information from secondary storage
and remote devices |
|
|
2.05 use on-line help and other documentation |
|
|
2.06 determine and employ methods to evaluate electronic information
for accuracy and validity |
|
|
2.07 resolve information conflicts and validate information by
accessing, researching, and comparing data from multiple sources |
|
|
2.08 identify the source, location, media type, relevancy, and content
validity of available information |
|
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create
and modify solutions, and evaluate results in a way that supports the work
of individuals and groups in problem-solving situations.
|
|
I am able to: |
|
|
|
3.01 plan, create, and edit word processing documents using
readable fonts, alignment, page setup, tabs, and ruler settings |
|
|
3.02 plan, create, and edit spreadsheet documents using all
data types, formulas and functions, and chart information |
|
|
3.03 plan, create, and edit databases by defining fields,
entering data, and designing layouts appropriate for reporting |
|
|
3.04 demonstrate proficiency in the use of multimedia
authoring programs by creating linear or nonlinear projects incorporating
text, audio, video, and |
|
|
3.05 plan, create, and edit a document using desktop
publishing techniques including, but not limited to, the creation of
multicolumn or multisection documents with a variety of text-wrapped frame
formats |
|
|
3.06 differentiate between and demonstrate the appropriate
use of a variety of graphic tools found in draw and paint
applications |
|
|
3.07 integrate two or more productivity tools, including,
but not limited to, tables, charts and graphs, graphics from paint or draw
programs, and mail merge, into a document |
|
|
3.08 use interactive virtual environments, appropriate to
grade level, such as virtual reality or simulations |
|
|
3.09 use technical writing strategies to create products
such as a technical instruction guide |
|
|
3.10 use subject matter foundation and enrichment curricula
in the creation of products |
|
|
3.11 participate in electronic communities as a learner,
initiator, and contributor |
|
|
3.12 complete tasks using technological collaboration such
as sharing information through on-line communications |
|
|
3.13 use groupware, collaborative software, and productivity
tools to create products |
|
|
3.14 use technology in self-directed activities to create
products for and share products with defined audiences |
|
|
3.15 integrate acquired technology applications, skills, and
strategies and use of the word processor, database, spreadsheet,
telecommunications, draw, paint, and utility programs into the foundation
and enrichment curricula |
|
|
3.16 design and implement procedures to track trends, set
time lines, and review/evaluate progress for continual improvement in
process and product |
|
|
3.17 resolve information conflicts and validate information
through research and comparison of data from multiple sources |
|
Standard IV. All teachers communicate information in different formats and for
diverse audiences.
|
|
I am able to: |
|
|
|
4.01 use productivity tools, such as slide shows, posters,
multimedia presentations, newsletters, brochures, Web
pages, or reports, to create
effective document files for defined audiences |
|
|
4.02 demonstrate the use of a variety of layouts in a
database, including horizontal and vertical layouts, to communicate
information appropriately |
|
|
4.03 create a variety of spreadsheet layouts containing
descriptive labels and page settings |
|
|
4.04 demonstrate appropriate use of fonts, styles, and
sizes, as well as effective use of graphics and page design to communicate
effectively |
|
|
4.05 match the chart style to the data when creating and
labeling charts |
|
|
4.06 publish information in a variety of ways, including,
but not limited to, printed copy, monitor displays, Internet
(Web) documents,
and video |
|
|
4.07 design and create interdisciplinary multimedia
presentations that include audio, video, text, Web
pages, and graphics for defined
audiences |
|
|
4.08 use telecommunication tools, such as Internet browsers,
video conferencing, and distance learning, for publishing
information |
|
|
4.09 design and implement procedures to track trends, set
time lines, and review and evaluate products using technology tools such
as database managers, daily/monthly planners, and project management
tools |
|
|
4.10 determine and employ technology specifications to
evaluate projects for design, content delivery, purpose, and audience and
demonstrate that process and product can be evaluated using established
criteria or rubrics |
|
|
4.11 select representative products to be collected and
stored in an electronic evaluation tool (portfolio) |
|
|
4.12 evaluate products for relevance to the assignment or
task |
|
Standard V. All teachers know how to plan, organize, deliver, and evaluate
instruction for all students that incorporates the effective use of
current technology for teaching and integrating the Technology
Applications Texas Essential Knowledge and Skills (TEKS) into the
curriculum.
|
|
I am able to: |
|
|
|
5.01 plan applications-based technology lessons using a
range of instructional strategies for individuals and small/whole
groups |
|
|
5.02 identify and address equity issues related to the use
of technology, including, but not limited to, gender, ethnicity, language,
disabilities, and student access to technology |
|
|
5.03 plan, select, and implement instruction that allows
students to use technology applications in problem-solving and
decision-making situations |
|
|
5.04 develop and implement, using technology applications,
tasks that emphasize collaboration and teamwork among members of a
structured group or project team |
|
|
5.05 provide adequate time for teaching the Technology
Applications TEKS |
|
|
5.06 identify and use resources to keep current with
technology education |
|
|
5.07 create project-based learning activities that integrate
the Technology Applications TEKS into the curriculum and meet the
Technology Applications TEKS benchmarks |
|
|
5.08 follow guidelines for the legal and ethical use of
technology resources |
|
|
5.09 select and use developmentally appropriate
instructional practices, activities, and materials to improve student
learning of the Technology Applications TEKS |
|
|
5.10 use a variety of instructional strategies to ensure all
students’ reading comprehension of content-related texts, including
helping students link the content of texts to their lives and connect
related ideas across different texts |
|
|
5.11 teach students how to locate, retrieve, and retain
content-related information from a range of texts and technologies |
|
|
5.12 teach students how to locate the meanings and
pronunciations of unfamiliar content-related words using appropriate
sources, such as dictionaries, thesauruses, and glossaries |
|
|
5.13 use technology tools to perform administrative tasks
such as taking attendance, maintaining grade books, and facilitating
communication |
|
|
5.14 evaluate appropriately students’ projects and
portfolios using formal and informal assessment methods |
|
|
5.15 collect observable and measurable data to gauge student
progress and adjust instruction in Technology Applications |
|
|
5.16 conduct an ongoing self-assessment of strengths and
weaknesses in the knowledge and skills of Technology Applications |
|
|
5.17 develop and implement an individual plan for
professional growth in the knowledge and skills of Technology
Applications |
|
|
5.18 incorporate new strategies to improve classroom
instruction in Technology Applications |
|
My Personal GOALS for this School Year |
I have reflected on what I need to do in
order to grow as an educator in the 21st Century. The following areas are
what I have selected to concentrate on during the current school year. (Type
your Personal Goals below...you may use as much space as you like.) Your
Goals should allow you to achieve SBEC Competencies within 2 -3 years.
|
