Message

From: Joy Rousseau
Sent: Wednesday, October 23, 2002 8:36 AM
To: Carla McCauley; Laura Dacus; Amy (Shores) Neel
Subject: CUSD Technology Scope And Sequence.htm

CHECK THIS OUT! You can use this for your vertical team efforts in January

CUPERTINO UNION SCHOOL DISTRICT
TECHNOLOGY SCOPE AND SEQUENCE

One of the most exciting aspects of the Cupertino Union School District is its use of technology to enhance teacher and student productivity, efficiency, creative expression, communication, and access to information. A Technology Scope and Sequence has been developed which provides a framework to help teachers weave the district-adopted curriculum, student-centered learning practices, and technology into rich learning experiences for children.

Research, Data Organizing and Analyzing, and Publishing were selected because they build upon three broad areas of educational processes which already exist in the classroom:

1) gathering information
2) organizing information
3) composing, publishing

Most curricular/content areas contain aspects of these three functions. Students gather, organize and analyze information, then demonstrate their understanding through the process of composition and publishing. The Scope and Sequence provides direction on how technology can play a role in each of these areas.

This Scope and Sequence is intended to assist teachers to integrate technology into the curriculum. It is designed to be used as a road map to help students progress along a continuum of technology skills.

Learning and Technology

This Technology Scope and Sequence is divided into 4 sections, the key components of which are:

Research (Gathering Information),
Data Organizing and Analyzing (Organizing and Analyzing Information)
Desktop Publishing (Composing, Publishing)
Multi/Hypermedia (Composing, Publishing)

This diagram illustrates how these basic learning tasks can be supported by technology.

Scope and Sequence Organization

Each section of the Scope and Sequence contains recommended activities, technology-specific skills, possible applications and devices, and curricular-related examples. It is a continuum which allows students to progress through three different levels of proficiency. In terms of application, this continuum acknowledges two implementation issues: 1) teacher background and comfort with technology, and 2) student access to technology. It is independent of grade level and recognizes that teacher experience and students with greater access to technology may may lead to more rapid progress through the levels..

The first column consists of three levels of activities corresponding to the terms Exploring, Composing, Refining. The second column touches on the attendant technology skills students need at each level. The third column suggests possible applications or devices that would help them to perform at that level, and the last column outlines a few examples of how students can exhibit their proficiency at that level.

This Scope and Sequence can help teachers incorporate technology into the curricular/content areas as they provide students with rich learning experiences. It addresses only technology skills as they apply to the curriculum. We assume that the writing process, problem solving, and other sound teaching practices are in place, and that technology is used to support the District Curriculum.