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, monitor, television, headsets, slide projector, screen, microphone, facsimile machine, record player, satellite dish, camera
2 • Use standard technology vocabulary appropriately
Computer terminology
For example: restart, menu, click, double click, icon, font, window, drag, desktop, tool palette, scroll, graphics, cursor, I-beam, file, menu bar, delete, open, close, highlight, save, disk, e-mail, copyright, software, online catalog, electronic encyclopedia, on-line periodical index, Internet, network, server
Audiovisual terminology
For example: pause, play, forward, rewind, volume, audio cassette, fax, videocassette, filmstrip, transparency, slide, CD
Care and Maintenance
Demonstrate proper care and maintenance when using instructional technology
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

COMPUTER SKILLS
Learn basic computer skills
11 • Identify parts of the computer
12 • Use the mouse for pointing, clicking, double-clicking and dragging
13 • Identify parts of the desktop/front-end screen
14 • Locate and use letters, numbers, backspace/delete, alt/option, return/enter, caps lock, cursor/arrow and spacebar
15 • Use shift key
16 • Use punctuation keys
17 • Use correct spacing
18 • Manipulate windows independently
19 • Use the following computer skills independently:
select, open, use and quit a program
save and retrieve information
print
20 • Continue formal keyboarding
21. • Sit appropriately at computer
COMPUTER APPLICATIONS
Develop an understanding of an integrated software package
Word Processing
Use a word processor to produce a document
22 • Use delete and backspace
23 • Use arrow keys to move about in document
24 • Use different ways to select information (highlight text)
25 • Use various fonts, sizes and styles
26 • Use shift key to capitalize letters and access key tops
27 • Use alignment
28 • Select page setup to change orientation of page
29 • Understand word wrap feature
30 • Use the I-beam to insert and delete letters, words, sentences, spaces and returns
31 • Use spell check
32 • Use automatic tab settings
33 • Use cut, copy and paste with some teacher direction
Graphics
Create or use graphics in a document
34 • Insert a graphic from a graphic library found within a program
35 • Insert a graphic from outside a program with some teacher direction
36 • Use graphic tools to create or modify a graphic
37 • Understand difference between graphics tool and text tool
38 • Manipulate graphics
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.
39 • Identify topic and formulate questions for information needs
40. • Use technology resources to locate information
41 • Select, evaluate and analyze information
42. • Explore the use of the online periodical index
43 • Access and utilize a wide variety of online resources
44 • Record and organize information
45 • Explore using bibliographic form to record sources of information with teacher assistance
46 • Report findings in written, oral or visual presentation

COMMUNICATIONS
Multimedia
47 • Operate instructional equipment in the classroom, media center and computer lab to use/create materials
48 • Select appropriate instructional equipment relevant to a task
49 • Use multimedia CD-ROMs
50 • Use storyboarding to organize a presentation
51 • Use a multimedia presentation product
52 • Create multimedia presentations with some teacher assistance
53 • Begin to use computer peripherals with teach assistance

Video
54 • Participate in videotaping

Visual Literacy
55 • Understand and interpret what is seen and heard
56 • Recognize use of video in news formats and/or broadcast television
Telecommunications
57 • Follow the school Acceptable Use Policy(AUP)
58 • Understand the purpose of telecommunications for research and communication
59 • Understand common terminology associated with telecommunications such as:
facsimile (FAX)
modem
Internet
satellite
e-mail
60 • Explore usage of sources of information from beyond the school such as:
Internet
satellite - distance learning
cable television
public library
community resources