Technology

Vision

Friends School of Minnesota believes that technological literacy is the ability to use, manage, and understand technology. Technology skills are important because they enable students to use technology as a tool for learning, both now and in the future. It also supports a learning environment that is characterized by active, inquiry-based education that helps students engage in critical thinking and informed decision-making. The standards that FSM has adopted for technology education include what students should know and understand about technology, and what they should be able to do at each grade level.


 

Linkages and Strategies

Technology is also used to enhance curriculum and instruction and to improve communication and work processes in ways that benefit all members of the Friends School community. Friends School uses technology in ways that are developmentally appropriate for each age level to enhance student learning. FSM teaches technology skills through the context of regular classroom instruction. FSM students use technology in many ways, including for research, to create projects like powerpoint presentations or websites, to record or capture their work through photos or videos, and for writing workshop. This integration of technology into classroom research projects and into the specialist areas of art, music, and Spanish skills.


 

Scope and Sequence

At Friends School, a large percentage of students gain knowledge of and experience with technology outside of school. Concepts, practice, and application of technology get introduced through the classroom curricular projects, but students vary in the level of proficiency with which they can utilize their technology skills.

Kindergarten

No technology skills are explicitly taught at the kindergarten level.

Students in Grades One and Two

  • have limited access to computers in the classroom
  • learn how to check out books from the library using the computer checkout system
  • learn to use a mouse, keyboard, and monitor to successfully operate a computer
  • responsibly and respectfully use computer hardware and software

Students in Grades Three and Four

  • operate and use computers independently for research and writing
  • learn about the need to evaluate information from the Internet for bias and accuracy
  • use developmentally appropriate multimedia resources including  interactive books, audiobooks, educational software, and websites to support learning
  • work cooperatively and collaboratively with peers to create presentations and projects using technology and digital resources
  • demonstrate positive social and ethical behaviors when using technology
  • gather information using the Internet with support from teachers, family members, or peers
  • use the FSM library software to locate and check out books

Students in Grades Five and Six

  • determine which technology is useful and select the appropriate tools and resources to address a variety of tasks and problems
  • learn to evaluate electronic information sources for bias, accuracy, relevance, appropriateness, and comprehensiveness
  • use the Internet to efficiently access information and communicate effectively with others in support of direct and independent learning 
  • use technology for problem solving, self-directed learning, and extended learning activities
  • use online resources to participate in collaborative learning activities
  • discuss basic issues related to responsible use of technology and personal consequences of inappropriate use

Students in Grades Seven and Eight

  • apply strategies for identifying and solving routine hardware and software problems that occur during everyday use of technology
  • demonstrate legal and ethical behaviors when using information and technology, and discuss consequences of misuse
  • use a variety of resources, software, and programs to support learning and research
  • design, develop, and publish products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
  • demonstrate an understanding of operating systems and web browsers in order to create, save, and access their own work from the Cloud
  • evaluate electronic information sources for bias, accuracy, relevance, appropriateness, and comprehensiveness 

 

Benchmarks

Strand: Research and Information Fluency

Standards

  • use tools to locate print and electronic materials appropriate for their needs
  • record information using a variety of methods
  • understand the various ways that information is organized and be able to find a wide range of information sources needed to respond to defined questions and needs
  • evaluate the validity of information resources, including source, bias, accuracy, relevance, completeness, and purpose
  • comprehend information gathered from a variety of diverse sources, using different skills required by specific methods of delivery and formats

By the end of second grade students should be able to

  • use the online library catalog with assistance from staff to search for materials by title or subject
  • with assistance from teachers, find information in print, non-print, and digital resources
  • take notes from various sources

 By the end of fourth grade students should be able to

  • use the online library catalog to search for materials by title, author, or subject
  • access online resources from a variety of sources
  • find information in print, non-print, and digital resources using a variety of strategies
  • take notes from various sources, linking information to its source
  • check out a book from the FSM library
  • identify source of information before taking notes 

By the end of sixth grade students should be able to

  • develop a basic understanding of the need to evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources
  • use the Internet efficiently to access sources for research 

By the end of eighth grade students should be able to

  • use library catalogs to locate materials
  • use Internet search engines and online databases
  • use search strategies such as Boolean operations, keyword, subject, browse, and hierarchical searches in various databases and Internet search engines to find information
  • use logic and informed judgment to accept or reject information
  • identify ways in which different people may experience the same media message differently
  • skim and preview resources for validity
  • locate web page information relating authorship, date of update, and domain names
  • examine copyright date, reviews, publisher, and authorship of print materials
  • analyze design elements of various kinds of media productions to observe that media messages are constructed for a purpose, using creative components relative to the medium

 

Strand: Digital Citizenship

Standards

  • protect individual privacy, respect the privacy of others, and navigate safely when using technology
  • identify the impacts of technology on individuals and the environment and make choices that minimize negative impacts

By the end of second grade students should be able to

  • understand that their grade uses the Internet only with direct supervision from staff
  • demonstrate a balance between media time and active time in their lives
  • respect that students may use different technological tools for their specific needs 

By the end of fourth grade students should be able to

  • limit personal information disclosed online
  • seek permission before displaying information or images of others
  • not use technology to bully, intimidate, malign, or otherwise harass others
  • demonstrate responsibility and respect for collaborative content
  • understand that there are features such as permanence and wide accessibility unique to publishing material on the Internet
  • follow the school rules when using personal technology
  • respect others in the surrounding area when using technology
  • learn strategies, e.g., , i.e. print preview, to avoid damage and waste of supplie 

By the end of sixth grade students should be able to

  • protect their privacy and the privacy of others, and navigate safely when using technology
  • understand that the language and expressions used in one medium of communication may not be acceptable in other communication media
  • demonstrate awareness of addictive qualities of online behavior
  • show respect for community property through proper use

 

Strand: Technology Operations and Concepts

Standards

  • understand and use technology equipment
  • effectively use available tools and applications for collaboration, organization, and communication
  • explore, evaluate, and integrate new technologies independently
  • strategically solve information and technology issues

By the end of second grade students will have seen staff model

  • following the established school and classroom rules and procedure for the use of equipment and technology
  • recognizing common terminology, icons, and symbols related to current technology
  • using a mouse, keyboard, monitor, and printer to successfully operate a computer
  • using a computer independently
  • finding numbers and letters on a keyboard

By the end of fourth grade students will be able to

  • participate in age-appropriate opportunities for open-ended exploration of applications and technologies.-
  • explore and apply a variety of technology resources to complete learning tasks (calculators, iPads, Chromebooks, audiobooks, digital cameras, et cetera)
  • recognize common terminology, icons, and symbols related to current technology, and apply that to new technologies
  • log in to student accounts
  • create, save, organize, and retrieve student files on student accounts
  • build word processing proficiency
  • use username and password as directed by the teacher

By the end of sixth grade students will be able to

  • access school electronic resources from both school and home
  • understand and use blogs/wikis, and post comments online
  • build word processing proficiency
  • learn to capture, create, and modify audio and visual images
  • learn spreadsheet programs to record and display data 

By the end of eighth grade students will be able to

  • use the “Help” feature of an application to independently solve problems
  • navigate in virtual environments, such as blogs and wikis
  • independently troubleshoot technology issues, following school policies

 

Strand: Creativity and Innovation

Standard

  • use the writing process, media and visual literacy and technology skills to create products that express new understandings to an audience

By the end of fourth grade students should be able to

  • present their learning through oral, written, and audio/visual methods
  • create presentations that demonstrate organization, creativity, and design

By the end of sixth grade students should be able to

  • develop presentations (e.g., print, multi-media, digital, and performance) that demonstrate organization, creativity and design, effectively using elements of the mode of delivery 

 

Strand: Creativity and Innovation

Standard

  • work individually and collaboratively to share knowledge

By the end of fourth grade students should be able to

  • use collaborative electronic authoring tools like Google Docs

By the end of sixth grade students should be able to

  • use and create content in collaborative online environments
  • communicate ideas effectively using a variety of media and formats