Georgia Technology Standards for Educators

No. Professional Development Objective No idea A little Medium Confident NA *
I. Technology Operations
1 Identify computer, monitor, mouse, printer, projection device            
2 Use input and output devices (mouse, keyboard, remote control) to interact with various technologies            
3 Evaluate system capabilities (hardware and software)            
4 Discriminate between RAM, ROM, and disk storage            
5 Install software from a CD or floppy disk            
6 Install CD and operate CD-ROM            
7 Open, manipulate, close and quit, windows, files, folders, and software programs            
8 Access, create and manipulate data            
9 Copy and paste objects from one application to another            
10 Print, publish and communicate electronically            
11 Access and store data on networked and stand-alone computers            
12 Save and locate files on network, hard and floppy disk            
13 Use peripherals including printer, projection device, digital camera, flatbed scanner            
14 Apply basic troubleshooting techniques to solve minor problems (freeze, force quit, select printer, partition memory)            
15 Reference hardware and software manuals to solve minor technical issues            
16 Seek technical assistance for major troubleshooting issues            
17 Communicate using computer terminology to articulate technological ideas            
18 Use technologies that are essential and prevalent in the workplace            
19 Apply increasingly advanced technological practices and knowledge in an educational setting            
II. Planning and designing learning environments and experiences
20 Identify appropriate and relevant technologies to advance specific academic standards            
21 Connect classroom activities with real world applications of technologies            
22 Appropriate a variety of technologies to facilitate interdisciplinary teaching and learning            
23 Plan a variety of strategies for using technologies to support learning for all students            
24 Design curricular activities in which teachers use a variety of technologies to support lesson objectives            
25 Plan technology enhanced projects that position the educator as a mentor or coach of individual and small group projects            
26 Design technology tasks that are gratifying, challenging and non-threatening            
27 Empower students to identify and select relevant topics as a focus for technology projects            
28 Design technology tasks around student interest and intrinsic motivation and make learning contextual            
29 Construct technology projects to support students in making learning connections across multiple disciplines            
30 Design small group and independent technology enhanced projects that maximize time-on-task for all students            
31 Design small group, technology enhanced projects that assist students in building social skills, respect for diversity and interdependence            
32 Design small group and independent technology enhanced projects to improve self-esteem and attitudes toward learning and school            
33 Plan relevant learning activities that assist students in meeting academic standards by using methods identified in scholarly research            
34 Plan whole group technology activities to establish common background knowledge and make learning connections            
35 Use technologies to synthesize and extend group knowledge            
36 Plan small group and independent technology activities for student rehearsal of lesson objectives and technology skills            
37 Plan for support of small group learning through group facilitation and coaching strategies            
38 Design technology projects that require peer tutoring            
39 Plan for integration of peer tutoring strategies to advance content knowledge and assimilation of a technology skill set            
40 Design technology projects which employ peer tutoring strategies to accelerate learning            
41 Design technology tasks to support student inquiry and discovery including open-ended inquiry            
42 Design technology enhanced activities to promote active processing of experience and assimilation of knowledge            
43 Design and use technology-based activities to promote student language exchange            
44 Design technology tasks to include opportunities for analysis and synthesis through reflection            
45 Reference professional publications for recent professional research surrounding technology integration            
46 Identify technology resources available through the school or school district            
47 Recommend appropriate computer hardware to support instruction (platform, RAM, ROM, processing speed, modem, etc.)            
48 Select appropriate peripherals to support instruction (i.e. printers, projection devices, digital cameras, scanners)            
49 Locate, evaluate and select software for appropriate grade/subject to advance specific curricular objectives            
50 Locate, evaluate and select a variety of CDs and/or laser discs to advance specific curricular objectives            
51 Locate, evaluate and select Internet resources to advance specific curricular objectives            
52 Locate, evaluate and select media and multimedia to advance specific curricular objectives            
53 Locate, evaluate and select ancillary software support materials (use manuals, instructional material supplements)            
54 Develop classroom management strategies to ensure equitable use of school technologies for all students            
55 Develop classroom management strategies to ensure maximum access to and use of technologies by students            
56 Assign specific computer-based tasks as an integral part of lesson activity            
57 Develop rotation strategies to move individual students and small groups through computer workstations            
58 Develop systems to ensure that all students have completed computer-based tasks            
59 Arrange classroom to facilitate rotation of students to computer workstations            
III. Teaching, Learning and the Curriculum
60 Use the QCC Standards/Individual Education Plan (IEP) for reference and lesson planning            
61 Use Georgia Learning Connections to locate QCC Content Standards, related online resources and accommodations for students with disabilities            
62 Access a collection of software that correlates to instructional area and/or grade level QCC Content Standards            
63 Maintain a collection of URLs that correlate to instructional area and grade level QCC Standards            
64 Identify ISTE NETS Standards for Students as age and grade appropriate technology standards until Georgia Technology Standards for Students are adopted            
65 Use a variety of technologies to build a curriculum that promotes interdisciplinary connections            
66 Use a variety of technologies to extend, expand and enrich interdisciplinary topics            
67 Use a variety of technology enhanced projects to promote interdisciplinary connections            
68 Employ a variety of technologies and applications to meet individual student learning styles and special needs            
69 Use a variety of software genres to meet individual student learning styles and special needs            
70 Customize hardware, software to support individual student learning styles and special needs (bilingual, remedial, accelerated)            
71 Identify accommodations and assistive technologies to address needs of students with disabilities            
72 Structure technology tasks around real problems that extend learning beyond the classroom and school building            
73 Use distance learning, global satellite feed, television, phone or computer to move learning beyond the school or classroom            
74 Structure technology tasks to include whole group, small group and individual learning activities based on students' learning styles and needs            
75 Guide technology tasks to promote opportunities for cooperation, collaboration and socialization            
76 "Coach" technology tasks by requiring self-appraisal, self-management, learner performance and reflection            
77 Establish a learner-centered classroom characterized by productive use of technologies to meet academic standards            
78 Present and use a variety of technology-based information resources for student inquiry and research            
79 Present and use a variety of productivity tools )word processing, database, spreadsheet, multimedia, web authoring) to advance curricular objectives            
80 Model technology activities by explaining and naming task strategies            
81 Model explicit steps in how to use technologies            
82 Model specific strategies for assessment and self-evaluation of an assigned task            
83 Teach technology enhanced lessons that require students to analyze, interpret, predict and synthesize information            
84 Teach technology enhanced lessons that support making learning connections and creating new understandings            
85 Lead dialogue about technology tasks to predict, question, clarify, summarize and to self-appraise            
86 Use technology to require students to construct responses, to elicit higher order thinking in addition to basic skills            
87 Use cooperative learning strategies to advance content learning, critical thinking skills and a technology skill set            
88 Model computer skills and software tools in the context of curricular activity            
89 Employ management strategies that accommodate technology as an integral component of classroom activity            
90 Establish routine rotation strategies that allow equitable student access to technologies            
91 Establish clearly defined procedures for student rotations            
92 Employ the use of multimedia, hypermedia, and telecommunications to extend classroom experiences via virtual visits or "field trips"            
93 Establish clearly defined procedures for whole group, cooperative group and independent use of technologies            
IV. Assessment and Evaluation
94 Apply technology in assessing student learning of subject matter using a variety of assessment techniques            
95 Use learner appropriate electronic performance rubrics to identify student strengths and weaknesses in performance of a technology task            
96 Use electronic evaluation or data collection tools to collect and aggregate student data            
97 Use electronic evaluation or data collection tools to generate individual and class reports of student progress            
98 Use online grading and reporting tools to asynchronously communicate data to students and parents            
99 Assess mastery of curriculum objectives and computer skills within the context of authentic, performance-based tasks            
100 Use a learner appropriate performance rubric to define specific performance criteria to be assessed at completion of a technology enhanced project            
101 Assess student learning based on clear criteria that is presented to students at the onset of the technology enhanced projects            
102 Assess learning as a part of the technology enhanced project, providing students with information on the quality of their learning            
103 Use assessment as an opportunity for coaching and redirection            
104 Promote student self-assessment of tasks defined in an interdisciplinary rubric created for a specific technology enhanced project            
105 Use feedback from professional colleagues to assess and improve technology projects            
106 Collaborate and communicate with students to assess technology enhanced projects            
V. Productivity and Professional Practice
107 Conduct a simple Internet search for general information            
108 Use Internet educational directories for research and curriculum support            
109 Identify local and virtual resources for technology professional development            
110 Develop technology skills that enable use of information technologies for lifelong learning            
111 Collaborate with a school team to plan for technology professional development for peers            
112 Collaborate with grade level peers to critically evaluate technology enhanced lessons            
113 Reflect on individual practices to assess the value and need for technology integration for improved student achievement            
114 Select and use computer software, hardware and peripherals as tools for managing and completing personal and professional tasks            
115 Use technology to manage and minimize repetitive tasks (lesson plans, routine correspondence, reports)            
116 Use presentation software to create and present information            
117 Use software to develop schedules, rosters, curricular materials, information forms and other professional documents            
118 Use productivity software to create, update and maintain a collection of lesson plans            
119 Use software to collect data such as grades, attendance, student records            
120 Use Internet resources to collect lesson plans, instructional ideas and to access technology projects            
121 Use multimedia technologies to correspond with students, parents, administrators, peers            
122 Use email, listservs to collaborate and communicate with students, parents, administrators, peers            
123 Select and operate phone and fax for personal and professional communication            
124 Use telecommunication protocols including netiquette, privacy and authenticity of information            
VI. Social, ethical, legal and human issues
125 Model practices that promote ethical and legal uses of technology resources            
126 Understand and uphold software copyright laws, email protocols and netiquette            
127 Explain and enforce Acceptable Use Policy of school or district            
128 Adhere to copyright laws and rights to intellectual property for Internet resources            
129 Identify technologies as a tool for meeting the needs of diverse learners            
130 Select a variety of software and web-based resources to meet the needs of diverse learners            
131 Collect and use a variety of software and web-based resources to highlight and celebrate diversity            
132 Establish classroom policies and procedures that ensure ethical use of technologies            
133 Enforce discipline policies for ethical infractions in the use of technologies in the classroom            
134 Establish classroom policies and procedures that ensure equitable use of technologies by all students