Technology Education (#7980190) 


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Course Standards

Name Description
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Purpose

The purpose of this course is to enable students with disabilities to apply knowledge and skills regarding the safe and appropriate use of technology in the school, workplace, and community. Students will investigate careers in technology.

Course Requirements

Technology Systems

  1. Describe uses of technology in a variety of school, workplace, and community settings.
  2. Identify computer components and their functions.
    1. Identify various computer input devices (e.g., mouse, keyboard, phone, camera) and describe their use.
    2. Identify various computer output devices (e.g., monitor, printer, phone) and describe their use.
    3. Identify various storage devices (e.g., flash drive, iPod, phone, external hard drive, etc.).
  3. Demonstrate knowledge of different operating systems.
    1. Demonstrate proficiency with file management tasks.
  4. Demonstrate proficiency with common computer peripherals, including connections to standard input and output devices.
    1. Identify the types and purposes of common input devices (e.g., mouse, keyboard, camera, microphone, scanner).
    2. Identify the types and purposes of specialized input devices (e.g., digital cameras, mobile devices, GPS devices).
    3. Describe the types and purposes of various computer connection ports (e.g., USB, firewire, parallel, series, Ethernet, et al).
    4. Connect an input device (e.g., mouse, keyboard, cell phone, camera, et al) and verify proper operation.
    5. Connect an output device (e.g., printer, monitor, projector, et al) and verify proper operation.
  5. Demonstrate proficiency in communication using digital and multimedia technologies.
    1.  Use a portable digital video device (e.g., cell phone, Flip camera) to produce video clips for transfer onto a computer.
  6. Select technology devices, such as cell phones, computers, and tablets, by comparing features that meet individual needs and financial resources.

Technology Applications

  1. Demonstrate basic keyboarding skills used with common software applications.
  2. Develop and apply word processing and document manipulation skills.
    1. Apply and adjust margins, tabs, line spacing and paragraph indents.
    2. Insert and manipulate text, graphics/images, and WordArt.
    3. Format text using the font interface and styles interface.
    4. Use the status bar to determine the number of pages, words, and characters in a document.
    5. Insert codes for current date and time.
    6. Copy text between documents using mouse, menu, and keyboard techniques.
    7. Move text in a document using mouse, menu, and keyboard techniques.
    8. Create bulleted and numbered lists.
    9. Create a table – format rows, columns and cells.
    10. Insert page breaks.
  3. Develop and apply fundamental spreadsheet skills.
    1. Describe a spreadsheet and the ways in which it may be used.
    2. Identify the parts of the spreadsheet display.
    3. Insert and format text information into cells.
    4. Insert and format numeric information into cells.
    5. Insert and format date and time information into cells.
  4. Demonstrate proficiency in using presentation software.
    1. Describe presentation software and the ways in which it may be used.
    2. Add and format titles, subtitles, and talking points to a presentation slide.
    3. Insert and format images/graphics onto slides.
    4. Insert new or duplicate slides.
  5. Demonstrate proficiency in using graphics software.
    1. Copy and paste graphic images.
    2. Alter the shapes and colors used in a graphic image.

Internet and Webpages

  1. Demonstrate proficiency using the Internet to locate information.
    1. Identify and use web terminology.
    2. Compare and contrast the types of Internet domains (e.g., .com, .org, .edu, .gov, .net, .mil).
    3. Demonstrate proficiency using various web tools (e.g., downloading of files, transfer of files, telnet, PDF, etc.).
  2. Demonstrate an understanding of webpage construction, operation, and function.
    1. Identify elements of a webpage.
  3. Demonstrate proficiency in using a GUI authoring tool to create a template-based website.
    1. Create a website using an available template.
    2. Create hyperlinks to external sites.
  4. Conduct basic research using resources located on the Internet.
    1. Evaluate search results to determine those sites or resources that best meet the research criteria.
    2. Incorporate the results from the Internet search into a research document (e.g., report, synopsis, et al).
  5. Demonstrate appropriate use of email.
    1. Describe email capabilities and functions.
    2. Identify components of an email message.
    3. Identify the components of an email address.
    4. Attach a file to an email message.
    5. Forward an email message to one or more addressees.
    6. Use an address book.
    7. Reply to an email message.
    8. Use the Internet to perform email activities (i.e., web-based email).
    9. Identify the appropriate use of email and demonstrate related email etiquette.
  6. Demonstrate how accessibility features of software programs can be used to meet individual needs.

Safe Use of Technology

  1. Demonstrate an understanding of Internet safety and ethics.
    1. Describe cyber-bullying and its impact on perpetrators and victims.
    2. Differentiate between viruses and malware, specifically their sources, ploys, and impact on personal privacy and computer operation, and ways to avoid infection.
    3. Demonstrate proficiency running an antivirus scan to remove viruses and malware.
    4. Describe risks associated with social networking sites (e.g., FaceBook, MySpace, and Twitter) and ways to mitigate these risks.
    5. Adhere to cyber safety practices with regard to conducting Internet searches, email, chat rooms, and other social network websites.
    6. Describe risks associated with sexting, including related legal issues, social engineering aspects, prevention methods, and reporting of offenses.
    7. Describe the risks associated with online gaming and ways to mitigate these risks.
    8. Describe the ethics and copyright legalities of downloading music or videos from the Internet.

Careers in Technology

  1. Describe careers in technology and related fields.
  2. Explain job responsibilities and competencies necessary for successful employment in technology and related fields.
  3. Evaluate personal interests and abilities related to careers in technology and postsecondary education/training opportunities.

 


General Notes

This course integrates program standards from the Curriculum Framework for Information & Communications Technology (ICT) Essentials, Program Number 9009100. Additional requirements included in this course are designed to meet the needs of students with disabilities.

Application activities are an integral part of this course. These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to technology. Equipment and supplies are needed to enhance learning experiences for students.

A student may earn multiple credits in this course. The particular course requirements that the student should master to earn each credit must be specified on an individual basis. Multiple credits may be earned sequentially or simultaneously.

This course is designed to reflect the wide range of abilities within the population of students with disabilities. Course requirements may be modified based on individual needs.

 

English Language Development (ELD) Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaqa.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.


General Information

Course Number: 7980190 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Career and Technical Education For Students With Disabilities >
Abbreviated Title: TECH ED
Number of Credits: Multiple credits
Course Attributes:
  • Class Size Core Required
Course Type: Core Academic Course
Course Status: State Board Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Vocational



Educator Certifications

Engineering & Technology Education (Grades 6-12)


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