BASIC SKILLS
Vocabulary
Become familiar with and utilize grade level appropriate instructional technology vocabulary

1 • Use standard technology vocabulary to identify hardware

Computer hardware:
For example: monitor, disk drive, computer, keyboard, mouse, printer, CD-ROM
drive, modem

Audiovisual hardware:
For example: cassette tape recorder, overhead projector, filmstrip projector,
videocassette recorder/player, camcorder, tripod, mixer, monitor, television,
headsets, slide projector, screen, microphone, facsimile machine, record player,
satellite dish, 35 mm camera, digital camera,

2 • Use standard technology vocabulary appropriately

Computer terminology:
For example: start/restart, menu, mouse, click, double click, icon, font,
window, drag, desktop, tool palette, scroll, graphics, cursor, I-beam, file,
menu bar, delete, open, close, highlight, save, shut down, disk, e-mail,
copyright, software, online catalog, electronic encyclopedia, on-line periodical
index, Internet, network, server

Audiovisual terminology:
For example: pause, play, forward, rewind, focus, zoom, frame, edit, volume,
audio cassette, fax, videocassette, filmstrip, transparency, slide, CD

Care and Maintenance
Demonstrate proper care and maintenance when using instructional
3 • Develop proper care and handling of technology hardware and software
4 • Keep work areas clean and free of food/drink, dust and magnets
5 • Use hands only to manipulate or operate hardware

Ethics
Adhere to proper instructional technology ethics

6 • Observe locally established policies and procedures for acceptable use of resources
7 • Observe copyright laws
8 • Respect software licensing
9 • Use proper computing etiquette
10 • Paraphrase; avoid plagiarism
11. • Use technology resources and information responsibly

COMPUTER SKILLS
Learn basic computer skills
12 • Identify parts of the computer
13 • Use the mouse for pointing, clicking, double-clicking and dragging
14 • Identify parts of the desktop/front-end screen
15 • Locate and use letters, numbers, backspace/delete, alt/option,

return/enter, caps lock, cursor/arrow and spacebar
16 • Use shift key
17 • Use punctuation keys
18 • Use correct spacing
19 • Manipulate windows independently
20 • Use the following computer skills independently:

select, open, use and quit a program, save and retrieve information, prin,
start and shut down computer
21 • Continue formal keyboarding, developing speed and accuracy
22. • Format disks with teacher direction
23. • Sit appropriately at computer

COMPUTER APPLICATIONS
Develop an understanding of an integrated software package
Word Processing
Use a word processor to produce a document
24 • Use delete and backspace
25 • Use arrow keys to move about in document
26 • Use different ways to select information (highlight text)
27 • Use various fonts, sizes and styles
28 • Use shift key to capitalize letters and access key tops
29 • Use alignment
30 • Select page setup to change orientation of page
31 • Understand word wrap feature
32 • Use I-beam to insert and delete letters, words, sentences, spaces and returns
33 • Use spell check
34 • Use automatic tab settings
35 • Use cut, copy, and paste
36 • Begin to use headers and footers
37 • Begin to use columns
38 • Begin to set document margins

Graphics
Create or utilize graphics in a document

39 • Insert a graphic from a graphic library found within a program
40 • Insert a graphic from outside a program
41 • Use graphic tools to create or modify a graphic
42 • Understand difference between graphics tool and text tool
43 • Manipulate graphics

Database
44 • Begin to recognize and understand some uses of a database

Curriculum Related Software
Use grade appropriate software to support and enhance curriculum

INFORMATION ACCESS AND USE
Beginning in Kindergarten, students will be introduced to the steps used in the
research process. These steps will be modeled by the teacher and gradually
followed independently by the students. The steps of the Gwinnett County
research process guidelines are found in Appendix A.

45. • Identify topic and formulate questions for information needs
46. • Use technology resources to locate information
47. • Select, evaluate, analyze and synthesize information
48 • Record and organize information
49 • Use bibliographic form to record sources of information
50 • Report findings in written, oral or visual presentation
51 • Access and use the on-line periodical index
52 • Access and use all information retrieval programs in the Media Center
using Boolean searching strategies, subject and keyword searching with adult
assistance

COMMUNICATIONS
Multimedia
53 • Operate instructional equipment in the classroom, media center and
computer lab to use/create materials
54 • Select appropriate instructional equipment relevant to a task
55 • Use multimedia CD-ROMs
56 • Use storyboarding to organize a presentation
57 • Use a multimedia presentation product
58 • Create multimedia presentations
59 • Use computer peripherals

Video
60 • Participate in videotaping

Visual Literacy
61 • Understand, interpret, analyze and apply what is seen and heard
62 • Recognize use of video in news formats and/or broadcast television

Telecommunications
63 • Follow the school Acceptable Use Policy(AUP)
64 • Understand the purpose of telecommunications for research and
communication
65 • Understand common terminology associated with telecommunications such as:
facsimile (FAX), modem, Internet, satellite, e-mail
66 • Expand usage of sources of information from beyond the school such as:
Internet
satellite - distance learning
cable television
public library
community resources
67 • Compose and send e-mail message in groups or by individuals