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