Instructional Technology Curriculum - paterson.k12.nj.us

1 Instructional Technology Curriculum Kindergarten (Unit 2). 1|Page Course Description Subject Area: Instructional Technology Course Name: Instructional Technology -K Grade(s): K. Description: Kindergarten is often the first formal introduction that students will have to technological hardware, applications, computer programming/coding and 21st century skills. A strong foundation with technological literacy will benefit all of the students at Paterson Public Schools with their core academic subjects and it will enable them to engage in the 4C's, Critical Thinking, Communication, Collaboration and Creativity. Students in Kindergarten will also be introduced to coding through the platform. Computer Programming/Coding is a skillset that is rising in demand in all economic fields throughout the globe. There is a purposeful intent to immerse our Kindergarten students with computerized coding throughout the entire academic school year so that they may become viable candidates in tomorrow's technological work force.

2 Central themes for this course: Students gain familiarity with basic computer input methods Critical concepts of online safety and digital citizenship are introduced. Internet safety topics that are required for E-Rate funding are taught with grade appropriate instruction that is based on research. Students learn how to gather information, what facts are, and how to organize them. They begin to use databases and graphics software to organize ideas and information and to present it visually. Students will be introduced to computer programming/coding Key Skills/Areas: A. Technology Operations and Concepts B. Creativity and Innovation C. Communication and Collaboration D. Digital Citizenship E. Research and Information Literacy F. Critical Thinking, Problem Solving, and Decision Making 2|Page Pacing Chart Unit I Unit II Unit III Unit IV. Computer Fundamentals Intro to Mouse Skills Intro Keyboarding Online Communication Computer Programming Computer Programming Computer Programming Computer Programming Course A Course A Course A Course A 9 Weeks 9 Weeks 9 Weeks 9 Weeks 3|Page Career Ready Practices Standards CRP1, CRP2, CRP3, CRP4.

3 CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Examples of use within the unit: Kindergarten students will share what they know about a computer mouse with one another. They will be encouraged to learn how to manipulate a mouse and how to take care of one in a computer lab environment.

4 CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. Examples of use within the unit: Kindergarten students will be introduced to the basic functional features of a computer mouse. They will learn the distinction between the different mouse buttons, the mouse wheel and have a basic understanding of how the optical laser is used to guide the mouse on the computer screen. CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities.

5 Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. 4|Page Examples of use within the unit: Kindergarten students will learn about the importance of taking care of expensive technological equipment. They will understand that the devices that they use communally are expensive to maintain and that they all need to be accountable for their actions in a computer lab. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others' time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas.

6 They are skilled at interacting with others;. they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Examples of use within the unit: Kindergarten students will learn about the basics of computer code. They will learn that they algorithms must have a logical sequence if they are to run properly when executed. 5|Page Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall Extra time for assigned tasks Extra response time Precise step-by-step directions Teacher-made checklist Adjust length of assignment Have students verbalize steps Short manageable tasks Use visual graphic organizers Timeline with due dates for Repeat, clarify or reword Brief and concrete directions Reference resources to reports and projects directions promote independence Provide immediate feedback Communication system between home and school Mini-breaks between tasks Visual and verbal reminders Small group instruction Provide lecture notes/outline Provide a warning for Graphic organizers transitions Emphasize multi-sensory learning Reading partners Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization Computer/whiteboard Extended time Consistent daily structured Individual daily planner routine Test-to-speech Study guides Display a written agenda Simple and clear classroom Spell-checker Shortened tests rules Note-taking assistance Audio books Read directions aloud Frequent feedback Color code materials 6|Page Differentiated Instruction Accommodate Based on Students' Individual Needs.

7 Leveled Text Chunking text Choice Board/Menu Tiered Instruction Small group instruction Tangible items/pictures ( , to facilitate vocabulary acquisition). Use of oral assessment Tiered learning centers Tiered questioning Data-driven student partnerships Computer/whiteboard Test-to-speech Spell-checker Audio book Teacher-made checklist Repeat, clarify or reword directions Emphasize multi-sensory learning 7|Page Enrichment Accommodate Based on Students Individual Needs: Strategies Adaption of Material and Requirements Evaluate Vocabulary Elevated Text Complexity Additional Projects Independent Student Options Projects completed individual or with Partners Self-Selection of Research Tiered/Multi Level Activities Learning Centers Individual Response Board Independent Book Studies Open-ended activities Community/Subject expert mentorships 8|Page Assessments Suggested Formative/Summative Classroom Assessments Timelines, Maps, Charts, Graphic Organizers Quizzes Short Answer Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share Projects, Gallery Walks Homework Create an Original Song, Film, or Poem Student Response System (clickers).

8 Self-reflection Rubric 9|Page New Jersey Student Learning Standards - Technology Content Area Technology Standard Educational Technology : All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of Technology concepts, systems and operations. Grade Content Statement Indicator Indicator Level Students will: bands K-2 Understand and use Technology systems. Identify the basic features of a digital device and explain its purpose. Use Technology terms in daily practice. Discuss the common uses of computer applications and hardware and identify their advantages and disadvantages. Content Area Technology Standard Educational Technology : All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

9 Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using Technology . Grade Content Statement Indicator Indicator Level Students will: bands K-2 Apply existing knowledge to generate Illustrate and communicate original ideas and stories using multiple digital new ideas, products, or processes. tools and resources. Create original works as a means of personal or group expression. 10 | P a g e Standard Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of Technology , engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. Strand B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing Technology systems and products in the global society.

10 Grade Content Statement Indicator Indicator Level Students will be able to bands understand: The role of society in the Identify products or systems that are designed to meet human needs. development and use of Technology . The influence of Technology on Identify how the ways people live and work has changed because of Technology . history. Standard Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of Technology , engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge. Grade Content Statement Students Standard Indicator Level will be able to understand: bands K-2 Computational thinking and List and demonstrate the steps to an everyday task.