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Rapid City Area Schools
Middle SchoolInformation and Communications Technology
Curriculum
APPROVED BY THE BOARD OF EDUCATIONRAPID CITY AREA SCHOOLS
January 3, 2008
Rapid City Area Schools300 6th Street
Rapid City, South Dakota 57701
Board of EducationSheryl Kirkeby........................................................................................................................................................PresidentDr. Eric Abrahamson.................................................................................................................................1st Vice PresidentWes Storm.................................................................................................................................................2nd Vice PresidentDouglas Kinniburgh.................................................................................................................................................MemberArnie Laubach .........................................................................................................................................................MemberLeah Lutheran...........................................................................................................................................................MemberDaphne Richards-Cook............................................................................................................................................MemberJeff Lang.......................................................................................................................Student Representative, Central HSSam Schnell..................................................................................................................Student Representative, Stevens HSCourtney Earl............................................................................................................Student Representative, RC Academy
AdministrationDr. Peter Wharton........................................................................................................................Superintendent of SchoolsJames Ghents........................................Director of Curriculum, Assessment, Instruction, and Gifted Education ProgramsMs. Kim Webber...............................................................................................................................Curriculum Consultant
Community Advisory CommitteeDr. Laura Turner.......................................................................................................................Black Hills State UniversityManuel Penaloza........................................................................................South Dakota School of Mines and Technology
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K – 12 Information and Communication Technology Curriculum Committee
Elementary School Middle School High SchoolGaylene BarkerBarb KnappBrenda NugentRenee PanschLaura SlamaJackie Waldie
Thad CaldwellSherry CrofutRobin HenriksonPaul KnappDeb Schwietert
Paul HendryLucky LeeGena MesserTammy MestadCarol NielsenDeb Reynolds
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Table of Contents
Mission Statement ..............................................................................................................................................................……………….1
Introduction..................................................................................................................................................................................................1
Strand Descriptions......................................................................................................................................................................................2
K - 12 Strands and Indicators.......................................................................................................................................................................5
Information and Communication Technology (ICT) (formerly Computer) Curriculum Levels 6-8...........................................................7
Summary....................................................................................................................................................................................................27
Assessment.................................................................................................................................................................................................27
Appendices
A. The Design Loop........................................................................................................................................................................... 28
B. Problem Solving Machine............................................................................................................................................................. 29
C. Universal Systems Model of Technology..................................................................................................................................... 30
D. Rubric for Design Projects............................................................................................................................................................ 31
E. ISTE NETS................................................................................................................................................................................... 32
F. Glossary........................................................................................................................................................................................ 33
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Mission
Our goal is to prepare students for a technology intensive world.
Introduction
An Information and Communication Technology (ICT) curriculum must provide the opportunity to make technology a lifelong, functional learning tool. The use of technology will provide learning experiences that develop higher order thinking skills, enhance creativity, and encourage personal expression.
ICT education focuses on developing the technology and information literacy of students, regardless of their educational and career goals. All students should have access to the computer technology education program regardless of their sex, race, religion, disability, or national origin.
In order for students to develop a systems thinking approach to ICT, a framework has been designed with specific student expectations. The curriculum will include experiences to encourage students to:
1. Identify a need or problem2. Process by thinking, problem solving, and exploring3. Obtain meaningful outcome and results
Students with master technology competencies will have a competitive edge in an ever-changing technological world. Successful implementation of this curriculum will require teamwork between teachers across the content areas, media specialists, and computer technology teachers. Students, teachers, and parents will use current and emerging technological tools for teaching and learning in all curriculum areas. Students will have the skills, knowledge, and attitudes necessary to be collaborative workers, community participants, and ethical technology users. ICT education will provide a hands-on-interactive learning experience with the process, not the content, being the thrust of the computer curriculum.
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Strand DescriptionsInformation & Communication Technology (ICT) Content Standards
Strand 1 - Nature and Concepts of Technology (NC)
It is common to think of technology as a device or a thing. However, it may be beneficial to describe it as the process of using tools and knowledge to interact with the world around us. In that larger sense, technology can also be thought of as a tool that extends human capability: “know how.” From this viewpoint we see that technology is a very broad discipline. Information and Communication Technology (ICT) is merely one of several contexts within that broad field of technology.
This Nature and Concepts strand emphasizes the general processes that describe how people “DO” technology. The subsequent strands focus specifically on ICT.
Because it uses creative ideas and is closely related to scientific principles, technology often changes. It is, therefore, important for citizens to understand the history and contributions of technology over time. They should also be aware of how technology utilizes knowledge from other fields as well as how it contributes to those fields.
Technology operates within a system and a system can be defined as a combination of parts that work together for a purpose. These ICT standards utilize a systems approach because it is an effective way to organize knowledge and skills for easier understanding. When citizens learn to think in terms of systems they enhance their ability to function in a rapidly-changing world.
Technology is a process that often incorporates systematic problem-solving and design methods. It is a sequence that begins with the definition of the problem at hand. Next, information is gathered and alternative solutions for the problem are proposed. The best solution is then selected from the alternatives, then developed and produced into a result. The final result is then tested and evaluated to determine if it, in fact, solved the problem. The final stage of the process involves sharing the results with others. That last step is important for the development of experience and for contribution to a knowledge base.
Strand 2 - Social Interactions (S)When people communicate and work with information, the activities are often interpersonal and intercultural. This strand addresses the needs for students to develop awareness and skills that relate to privacy and ethical issues. Citizens must also deal with consumer issues relating to ICT. For that reason citizens need to develop skills on how to select technologies.
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Strand 3 - Information and Communication Tools (CT)There is a dizzying array of ICT tools available to people today. In this strand, students learn about selecting ICT tools that are appropriate for the need at hand. In addition, they will learn the necessary skills to be effective users of the tools.Initially, the reader of these standards may note the lack of a list of equipment, software, hardware, and devices the students will learn to operate. This lack of a list is intentional because new products become available faster that any document can reflect.Instead, students will be learning to select and operate tools that are available and appropriate for the situation at hand.
Strand 4 - Information and Communication Processes (CP)The processes of communicating and dealing with information are as diverse as the population and as broad as the variety of ICT tools. For this reason, citizens should learn process skills that are based on specific purposes.As in the previous strand, the reader will notice that there is no exhaustive list of processes that the students will complete. Instead, students will develop process skills that are appropriate for the learning situation at hand. Those situations are to be based on resources available to the students at the time.
Strand 5 - Information Literacy (IL)The International ICT Literacy Panel suggests that ICT literacy be represented by a continuum of knowledge and skills with increasing complexity. This Panel, composed of educators, technology experts, scholars, and industry representatives from around the world, has agreed on the following sequence: Access - knowing about and knowing how to retrieve information Manage - applying an existing organizational scheme Integrate - interpreting and representing information; (summarize, compare, contrast) Evaluate - make judgements about quality, relevance, usefulness, and efficiency Create - generate information by adapting, applying, designing, or authoring
Standards written in italics represent those unique to the Rapid City Area Schools. They did not originate with the South Dakota State Standards.
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K - 12 Strands and Indicators
Grade 66.NC.1.1 Compare technology from the past to the present as a progression of input, process, output. - Analysis6.NC.2.1 Analyze the processes of technology systems. - Analysis6.NC.3.1 Identify careers in various technology areas. – Knowledge6.NC.4.1 Demonstrate the iterative nature of the design process.- Comprehension6.S.1.1 Apply basic software/hardware solutions to protect themselves and others when using Information and Communications
Technologies. (ICT) – Application6.S.1.2 Communicate issues relating to online safety – Application6.S.1.3 Implement proper citation of information sources in created works - Application6.S.2.1 Analyze how adoption of technological advancements produces change. - Analysis6.CT.1.1 Demonstrate touch-type at 20 gwam with 2 or fewer errors per minute in a 3 minute time period. - Application6.CT.1.2 Investigate the functionality of various storage devices providing rationale for their uses. - Analysis6.CT.2.1 Demonstrate ways to present and publish information using a variety of common applications. -Comprehension6.CT.2.2 Incorporate the use of software features that demonstrate a broader understanding of the software – Synthesis6.CT.3.1 Differentiate versions of software and file formats. – Analysis6.CP.1.1 Identify the reasons for using technology tools for interpersonal interactions. Knowledge6.CP.2.1 Compare and contrast the effects of different forms of technology on different audiences. – Analysis 6.IL.1.1 Describe the organizational structure of searchable resources. - Comprehension6.IL.2.1 Select online sources based on a list of criteria. - Knowledge
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Grade 77.NC.1.1 Outline the implications of increasing computing potential over time. - Analysis7.NC.2.1 Describe how subsystems work within a larger system. – Comprehension7.NC.3.1 Compare technology education skills required to pursue a variety of career paths. - Synthesis7.NC.4.1 Apply the universal nature of the design process to different situations. - Application7.S.1.1 Correlate the illegal/unethical use of technology to the consequences as it relates to changes in society. – Analysis7.S.1.2 Communicate issues relating to online safety – Application7.S.1.3 Implement proper citation of information sources in created works - Application7.S.2.1 Determine which innovations in technology have produced the greatest impact on society. – Application7.CT.1.1 Describe the factors that contribute to increased/decreased functionality in a technological system. - Application7.CT.2.1 Recognize differences between applications and their uses. - Analysis 7.CT.2.2 Demonstrate ways that communication technologies interrelate. – Comprehension 7.CT.2.3 Create projects using technology applications and tools. – Synthesis 7.CT.3.1 Evaluate the effectiveness of new tools. – Evaluation7.CP.1.1 Compare various ways in which you can use collaborative technologies to present information. - Analysis7.CP.2.1 Apply information technology to design on demand communication. – Application7.IL.1.1 Compare technology systems and resources. - Analysis7.IL.2.1 Categorize validated and non-validated sources. - Analysis
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Grade 88.NC.1.1 Evaluate the innovations contributed by individuals and institutions related to the development and design of
technology. – Evaluation 8.NC.2.1 Compare the effect one system has on another system – Analysis8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path. - Evaluation8.NC.4.1 Defend the design process in problem-solving activities. - Synthesis8.S.1.1 Outline the components and purpose of school acceptable use policies. – Analysis8.S.1.2 Communicate issues relating to online safety – Application8.S.1.3 Implement proper citation of information sources in created works - Application8.S.2.1 Predict the effects that may result from society’s increasing reliance on technology - Analysis8.CT.1.1 Categorize the causes of routine hardware or software problems. - Synthesis8.CT.2.1 Recommend applications that could be extended to other situations. – Evaluation8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting - Comprehension8.CT.2.3 Incorporate the use of keyed technology into any learning environment. - Synthesis8.CT.3.1 Develop a repertoire of strategies to apply new technologies to tasks. - Synthesis 8.CP.1.1 Evaluate a variety of communication tools for effective and efficient collaboration. – Evaluation8.CP.1.2 Evaluate the process of communicating clearly to peers, teachers and others using collaborative technologies. - Evaluation 8.CP.2.1 Integrate effective information technology to manage personal and education information. - Synthesis8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task. - Synthesis8.IL.2.1 Compare Analyze predetermined online sources for accuracy, relevance, comprehensiveness and bias. - Evaluation
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Rapid City Area Schools Information and Communication Technology (ICT) Curriculum6-8
Strand 1 – Nature and Concepts and Systems of Technology
Strand 1 - Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology.
6th Grade 7th Grade 8th Grade Possible Activities6.NC.1.1 Compare technology from the past to the present as a progression of input, process, output.
7.NC.1.1 Outline the implications of increasing computing potential over time. - Analysis
8.NC.1.1 Evaluate the innovations contributed by individuals and institutions related to the development and design of technology. – Evaluation
History of Computer research PowerPoint, video, study guides
Emerging technology presentation with a tool of choice
Spreadsheet for Moore’s Law (Moore’s Law -
speed/space/size/cost)Example – rate in 1960s and 1970s as opposed to future rate
Exploring technology uses in various fields, such as law, medicine, environmental sciences, etc.
Students design their idea of a computer/robot five years from now based on past technology
Technology Timeline created by students
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Performance Descriptors for indicator 1:An advanced student can: Based on the past, students
can design a model of a future technology component. (Input, process, output)
A proficient student can: Compare technology from the
past to the present as a progression of input, process, and output.
A basic student can: Identify progression in
technology.
An advanced student can: Support the implications of
increasing computing potential over time.
A proficient student can: Analyze the implications of increasing computing potential over time.
A basic student can: Recognize that changes have
occurred in speed, space, size and cost.
An advanced student can: Critique the contributions
of individuals and institutions relating to future communication technologies.
A proficient student can: Recognize the names and
contributions of individuals and institutions important to the innovations of information and communication technologies.
A basic student can: Match individuals and
institutions with accomplishments in communication technologies.
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Strand 1 - Indicator 2: Students analyze the parts of a technological system in terms of input, process, output, and feedback.
6th Grade 7th Grade 8th Grade Possible Activities6.NC.2.1 Analyze the processes of technology systems. - Analysis
Diagram and Describe
7.NC.2.1 Describe how subsystems work within a larger system. – Comprehension
Identify subsystems within larger systems
Describe how they work within the larger system
8.NC.2.1 Compare the effect one system has on another system. – Analysis
Subsystem to subsystem Individual system to
individual system
Graphic programs such as Draw, Gliffy, Inspiration, or other program to represent the flow chart model of input, process, and output
Play a game which demonstrates input, process, and output
Make a poster that depicts input, process, and output
Performance Descriptors for indicator 2:An advanced student can:
Evaluate processes of technology systems: Input, process, output and feedback.
A proficient student can: Analyze the four
processes: Input, process, output and feedback.
A basic student can: Classify the four
processes: Input, process, output and feedback.
An advanced student can: Diagram the
interrelationship between subsystems of a larger system.
A proficient student can: Give 3 examples of
subsystems working within a larger system and explain how they work together.
A basic student can: Give one example of a
subsystem working within a larger system.
An advanced student can: Determine the effect of
one system on another system and its positive or negative effect.
A proficient student can: Diagram the relationship
of a subsystem to a subsystem
Diagram the relationship of a system to a system.
A basic student can: Give examples of how
systems affect each other.
Strand 1 - Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities.
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6th Grade 7th Grade 8th Grade Possible Activities6.NC.3.1 Identify careers in various technology areas. – Knowledge
Identify technology careers in different career clusters
Identify careers in different technological systems
o Medicalo Agriculturalo Energy and Powero Information and
Communicationo Transportationo Manufacturingo Construction
7.NC.3.1 Compare technology education skills required to pursue a variety of career paths. - Synthesis
8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path. - Evaluation
Pose essential questions pertaining to use of technology in life
Essay Questions Community partner
speakers Class discussions Interviews
Explore websites for technology related fields such as gettech.org
Emphasize teamwork, collaboration, personal interaction taking place during tasks associated with a career
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Performance Descriptors for Indicator 3:An advanced student can:
Compare careers in information and communication technology.
A proficient student can: Identify careers in
information and communication technology.
A basic student can List careers in information
and communication technology.
An advanced student can: Evaluate technology
education skills required to pursue a variety of career paths.
A proficient student can: Compare technology
education skills required to pursue a variety of career paths.
A basic student can: Identify technology
education skills required to pursue a variety of career paths.
An advanced student can: Map personal educational
choices required to pursue a chosen career path.
A proficient student can: Evaluate technology
education skills required to pursue a chosen career path.
A basic student can: List the technology skills
required to pursue a chosen career path.
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Strand 1 - Indicator 4: Students understand the purpose and demonstrate the use of the design process in problem solving.
6th Grade 7th Grade 8th Grade Possible Activities6.NC.4.1 Demonstrate the iterative nature of the design process.- Comprehension
7.NC.4.1 Apply the universal nature of the design process to different situations. - Application
8.NC.4.1 Defend the design process in problem-solving activities. - Synthesis
Design Loop – (see Appendix A) Define problem Gather information Generate alternatives Select the best solution Develop the solution Produce the solution Test and Evaluate the
solution Report results
Storyboard and analyze presentation options
Construct models
Performance Descriptors for Indicator 4:An advanced student can:
Critique the effectiveness of using the design process to problem-solve.
A proficient student can: Provide examples
illustrating the iterative nature of the design process.
A basic student can: Apply the design process
to existing problem-solving activities.
An advanced student can: Break down the individual
steps of the design process to discuss its universal nature.
A proficient student can: Provide examples of the
design process in use in 5 different settings.
A basic student can: List the individual steps of
the design process.
An advanced student can: Evaluate the effectiveness
of using the design process in problem solving activities.
A proficient student can: Integrate the design
process in problem solving activities.
A basic student can: Give examples where the
design process has been used in problem solving activities.
6 Steps to Troubleshooting: Think Save Explore and Experiment Help/Tutorial Menu Ask a Student Ask a Teacher
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Strand 2 – Social Interactions
Strand 2 - Indicator 1: Students understand the safe, ethical, legal, and societal issues related to technology.
6th Grade 7th Grade 8th Grade Possible Activities6.S.1.1 Apply basic software/hardware solutions to protect themselves and others when using Information and Communications Technologies (ICT). - Application
Firewalls Software settings Software updates Wireless security
6.S.1.2 Communicate issuesrelating to online safety. – Application
6.S.1.3 Implement proper citation of information sources in created works. - Application
7.S.1.1 Correlate the illegal/unethical use of technology to the consequences as it relates to changes in society. – Analysis
Copyright, DMCA, file sharing, identity theft, plagiarism, viruses, hacking, FERPA and CIPA, and bullying
7.S.1.2 Communicate issuesrelating to online safety. – Application
7.S.1.3 Implement proper citation of information sources in created works. - Application
8.S.1.1 Outline the components and purpose of school acceptable use policies. - Analysis
Identify levels of rights and permissions
Compare student to staff and school to school
8.S.1.2 Communicate issuesrelating to online safety. – Application
8.S.1.3 Implement proper citation of information sources in created works. - Application
Liaison Officer
Case studies
Current Issues
Discussion about System Preferences, Firewalls, Software Settings, Software Updates, and Wireless Security
Web resources Joe Cool Net Smart
Review District Computer Use Agreement/Develop your own agreement with students
Bibliographies/Intellectual Property Rights with research, can use citation makers
Credit for pictures used by documenting URLs
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Performance descriptors for indicator 1:An advanced student can:
Investigate additional ways to secure computers and networks.
A proficient student can: Apply basic security
settings within platform or applications.
Apply security settings to devices on a home network.
A basic student can: List basic security settings
within platform of applications.
An advanced student can: Design policies addressing
issues of illegal/unethical use of technology.
A proficient student can: Compare 5 ways
technology has been used illegally/unethically and the impact that has had on society in terms of cost and other consequences.
A basic student can: List examples of
illegal/unethical use of technology.
An advanced student can: Compare and contrast
educational acceptable use policies with those outside of a school setting.
A proficient student can: Identify levels of rights
and permissions on a network.
Outline the components and purpose of an acceptable use policy and compare it to a similar policy.
A basic student can: Understand the basic
concept of an acceptable use policy.
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Strand 2 - Indicator 2: Students investigate the advantages and disadvantages of technology.
6th Grade 7th Grade 8th Grade Possible Activities6.S.2.1 Analyze how adoption of technological advancements produces change. - Analysis
Investigate past innovations
7.S.2.1 Determine which innovations in technology have produced the greatest impact on society. – Application
Positive and Negative
8.S.2.1 Predict the effects that may result from society’s increasing reliance on technology. - Analysis
Day to day experience and problems
Impact on productivity, health, environment, and social interaction.
Pose situations of misuse, unreliable technology, etc.
Performance Descriptors for Indicator 2:An advanced student can:
Predict the impact of a new technological advancement.
A proficient student can: Generate examples of how
adoption of technological advancements produce change.
A basic student can: Understand that
technology advancements produce change.
An advanced student can: Predict the impact of an
innovation in technology on society.
A proficient student can: Compare 3 innovations in
technology to determine which had the greatest impact on society.
A basic student can: Provide examples where
innovations in technology affect people’s lives.
An advanced student can: Organize a presentation
on the effects resulting from society’s increasing reliance on technology.
A proficient student can: Distinguish the effects
that may result from society’s increasing reliance on technology.
A basic student can: Identify effects of
society’s increasing reliance on technology.
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Strand 3 –Information and Communication Tools
Strand 3 - Indicator 1: Students recognize and demonstrate skills in operating technological systems.
GRADE LEVEL STANDARDSTHE STUDENT WILL:
6th Grade 7th Grade 8th Grade Possible Activities6.CT.1.1 Demonstrate touch-type at 20 gwam with 2 or fewer errors per minute in a 3 minute time period. - Application
Transposing from hard copy
7.CT.1.1 Describe the factors that contribute to increased/decreased functionality in a technological system. - Application
8.CT.1.1 Categorize the causes of routine hardware or software problems. - Synthesis
Internal/external device failure
Virus and malware Improper use of
equipment Limitations of a
software product (such as bugs)
Keyboarding
Reach techniques
Discussion of anti-virus software, home computer maintenance
Guest speakers (District IT staff, community members, university professors that teach technology careers)
6.CT.1.2 Investigate the functionality of various storage devices providing rationale for their uses. - Analysis
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Performance Descriptors for Indicator 1:An advanced student can:
Explain the reasoning behind using posture and technique while keying.
Type 20 gwam with 2 or fewer errors per minute.
Compare and contrast functionality of storage devices to determine the best solution.
A proficient student can: Demonstrate all of the
components of posture and technique while keying.
Type 15 gwam with 2 or fewer errors per minute.
Provide rationale for using a particular storage device.
A basic student can: With prompting,
demonstrate all of the components of posture and technique while keying.
Type 10 gwam with 2 or fewer errors per minute.
Name a variety of storage devices.
An advanced student can: Determine a plan to
ensure that a technological system performs at optimum levels.
A proficient student can: Describe the effect on
technological systems when computer settings are changed, 3rd party utilities are installed, or additional components are added to a system.
A basic student can: List changes that can be
made to computer settings, types of 3rd party utilities available, and types of components that can be added to a system.
An advanced student can: Apply corrective action to
routine hardware and software problems.
A proficient student can: Categorize a variety of
common computer problems as either hardware or software related.
A basic student can: Construct a list of
common computer problems.
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Strand 3 - Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity.
GRADE LEVEL STANDARDSTHE STUDENT WILL:
6th Grade 7th Grade 8th Grade Possible Activities6.CT.2.1 Demonstrate ways to present and publish information using a variety of common applications. -Comprehension
7.CT.2.1 Recognize differences between applications and their uses. - Analysis
8.CT.2.1 Recommend applications that could be extended to other situations. – Evaluation
Analyze uses word processing vs. Spreadsheet
Database
Internet TutorialsPodcasting, Video Streaming
Integrate technologies - Audio Video Photos Text
WebCT, BlackBoard, Blogs, eboard, Web-based portals
Create a paragraph in a word processing application
Newsletters, brochures
6.CT.2.2 Incorporate the use of software features that demonstrate a broader understanding of the software. – Synthesis
7.CT.2.2 Demonstrate ways that communication technologies interrelate. – Comprehension
8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting. - Comprehension
7.CT.2.3 Create projects using technology applications and tools. – Synthesis
Demonstrate touch-type at 25 gwam with 2 or fewer errors per minute in a 3 minute time period. – Application
8.CT.2.3 Incorporate the use of keyed technology into any learning environment. - Synthesis
Demonstrate touch-type at 30 gwam with 2 or fewer errors per minute in a 3 minute time period. - Application
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Performance Descriptors for Indicator 2:An advanced student can:
Provide assistance to peers when creating a project using word processing, spreadsheet, and presentation software.
Utilize the help feature of an application, either online or in the application itself, to gain additional knowledge.
A proficient student can: Present or publish information
using word processing, spreadsheet, and presentation software.
Utilize the help feature of an application, not online, to gain additional knowledge.
A basic student can: Present or publish information
using word processing or presentation software.
Utilize the help feature of an application with guided help.
An advanced student can: Critique applications on their
effectiveness as word processing, spreadsheet, presentation, and database.
Design projects that capitalize on the interrelationship of communication technologies.
Demonstrate a rate of more than 25 gwam with 2 or fewer errors while using keyed technology in a learning environment.
A proficient student can: Categorize applications into
basic groups of word processing, spreadsheet, presentation, and database.
Explain, given a list of communication technologies, how the technologies are interrelated.
Demonstrate a rate of at least 25 gwam with 2 or fewer errors while using keyed technology in a learning environment.
A basic student can: Identify at least one
application each for word processing, spreadsheet, presentation, and database.
List 5 communication technologies.
Demonstrate a rate of at least 20 gwam with 2 or fewer errors while using keyed technology in a learning environment.
An advanced student can: Independently utilize more
than one application to complete a specific task.
Differentiate between available virtual learning environments to determine the most productive environment.
Demonstrate a rate of more than 30 gwam with 2 or fewer errors while using keyed technology in a learning environment.
A proficient student can: Determine a secondary
application that could be used to complete a specific task.
Independently utilize virtual learning environments in a classroom setting.
Demonstrate a rate of at least 30 gwam with 2 or fewer errors while using keyed technology in a learning environment.
A basic student can: Use a secondary application
to complete a specific task if directed to do so.
Use a virtual learning environment in a classroom setting if given specific directions.
Demonstrate a rate of at least 25 gwam with 2 or fewer errors while using a keyed technology in a learning environment.
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Strand 3 - Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks.
6th Grade 7th Grade 8th Grade Possible Activities6.CT.3.1 Differentiate versions of software and file formats. - Analysis
7.CT.3.1 Evaluate the effectiveness of new tools. - Evaluation
8.CT.3.1 Develop a repertoire of strategies to apply new technologies to tasks. - Synthesis
Prepare a brochure of strategies to share with peers, teachers, and others
Convert documents from one format to another
Menu exploration and use of help menus/office assistant
Performance Descriptors for Indicator 3:An advanced student can:
Convert documents from one file format to another.
A proficient student can: Differentiate versions of
software and file formats.A basic student can:
Identify different versions of software and file formats.
An advanced student can: Develop strategies for
adapting and applying new tools.
A proficient student can: Evaluate the effectiveness
of new tools.A basic student can:
Generate a list of new tools.
An advanced student can: Instruct others in using
strategies to apply new technologies to task.
A proficient student can: Develop 3 strategies to
apply new technologies to tasks.
A basic student can: Use a strategy to apply a
new technology to a task.
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Strand 4 – Information and Communication Process
Strand 4 - Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators.
6th Grade 7th Grade 8th Grade Possible Activities6.CP.1.1 Identify the reasons for using technology tools for interpersonal interactions. – Knowledge
7.CP.1.1 Compare various ways in which you can use collaborative technologies to present information. - Analysis
8.CP.1.1 Evaluate a variety of communication tools for effective and efficient collaboration. – Evaluation
Discuss online communication tools such as: blogging, emails (such as ePals or State K-12 email), podcasting, Tapped In, chat programs (in a controlled environment), wiki, Moodle, Google docs and spreadsheets, social bookmarking sites, social photo and video sharing
Multimedia/Presentation Tools such as Keynote, PowerPoint, iMovie, Movie Maker, eZedia, web pages, or Flash
Utilize teamwork/collaborative activities to simulate the workplace
8.CP.1.2 Evaluate the process of communicating clearly to peers, teachers and others using collaborative technologies. - Evaluation
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Performance Descriptors for Indicator 1:An advanced student can:
Put into practice 5 reasons of how technology tools assist collaborative communication.
A proficient student can: Identify five reasons of
how technology tools assist in collaborative communication.
A basic student can: Given a list, students can
identify three technology tools used to communicate collaboratively.
An advanced student can: Implement presentation
technologies into a collaborative project.
A proficient student can: Compare three
presentation technologies which can be used while working with a group.
A basic student can: Compare two presentation
technologies which can be used while working with a group.
An advanced student can: Compare multiple current
communication tools and how they may be used in the future.
A proficient student can: Compare three
communication tools used to collaborate and evaluate the effectiveness of the process used.
A basic student can: Describe how one
communication tool is used for collaboration.
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Strand 4 - Indicator 2: Students exchange information and ideas for an identified purpose through Information Technologies.
6th Grade 7th Grade 8th Grade Possible Activities6.CP.2.1 Compare and contrast the effects of different forms of technology on different audiences. – Analysis
7.CP.2.1 Apply information technology to design on demand communication. – Application
8.CP.2.1 Integrate effective information technology to manage personal and education information. - Synthesis
Use online communication tools such as: blogging, emails (such as ePals or State K-12 email), podcasting, Tapped In, chat programs (in a controlled environment), wiki, Moodle, Google docs and spreadsheets, social bookmarking sites, social photo and video sharing
Multimedia/Presentation Tools such as Keynote, PowerPoint, iMovie, Movie Maker, eZedia, web pages, Flash
File Management and portability
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Performance Descriptors for Indicator 2:An advanced student can:
Contrast several technology tools used to communicate with others.
A proficient student can: Compare 3 technology
tools you would use to communicate with other.
A basic student can: List 3 technology tools
used to communicate with others.
An advanced student can: Provide assistance to
others when using available technology tools to create projects.
A proficient student can: Independently use the
technology tools available to design, develop, and enhance materials, publications, or presentations.
A basic student can: Construct a project based
on a given set of directions.
An advanced student can: Evaluate the content of, as
well as the process used, when using communication tools such as email, chat, and blogs to send, receive, and post information for personal and educational use.
A proficient student can: Independently utilize
communication tools such as email, chat, and blogs to send, receive, and post information for both personal and educational use.
A basic student can: Use communication tools
such as email and chat to send, receive, and post information when directed by a teacher.
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Strand 5 – Information Literacy
Strand 5 - Indicator 1: Students use technology to locate and acquire information.
6th Grade 7th Grade 8th Grade Possible Activities6.IL.1.1 Describe the organizational structure of searchable resources. - Comprehension
key words subject directories meta-tags
7.IL.1.1 Compare technology systems and resources. - Analysis
8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task. - Synthesis
Library/Media Curriculum Library catalogues and search
engines
Research Across Contents Search Engines such as
NetTrekker Encyclopedias on CD
Performance Descriptors for Indicator 1:An advanced student can:
Analyze a searchable resource to determine how effective searches can be performed.
A proficient student can: Describe the
organizational structure of a given resource in terms of how key words, subject directories and meta-tags aid in using the resource.
A basic student can: Identify key words,
subject directories and meta-tags.
An advanced student can: Compare and contrast
library catalogue systems or search engines to determine which best fits the needs of the student.
A proficient student can: Analyze various systems,
such as a library catalogues and search engines to be able to best utilize the resources.
A basic student can: Describe the difference
between a library catalogue and a search engine.
An advanced student can: Anticipate the outcome of
a search using a variety of electronic resources to determine which resource would be most productive.
A proficient student can: Design a plan for
conducting a search for a given topic that includes which electronic resources to use and how to perform and effective search.
A basic student can: Conduct a search for a
given topic using a variety of electronic resources.
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Strand 5 - Indicator 2: Students determine the reliability and relevance of information.
6th Grade 7th Grade 8th Grade Possible Activities6.IL.2.1 Select online sources based on a list of criteria. - Knowledge
7.IL.2.1 Categorize validated and non-validated sources. - Analysis
8.IL.2.1 Analyze predetermined online sources for accuracy, relevance, comprehensiveness and bias. - Evaluation
Evaluate information found Reliable sites Explain .com, .gov, .edu, .
org, .mil
Scavenger Hunt
Access articles using research databases such as ProQuest
Performance Descriptors for Indicator 2:An advanced student can:
Create a list of 5 criteria to evaluate online sources.
A proficient student can: Select 3 online sources
that meet a given list of criteria.
A basic student can: Selects 1 online source
that meets a given list of criteria.
An advanced student can: Critique the validity of
multiple online sources based on accuracy, relevance, comprehensiveness and bias using a rubric.
A proficient student can: Determine the validity of
an online source based on accuracy, relevance, comprehensiveness and bias using a rubric.
A basic student can: Determine the validity of
an online source based on accuracy and relevance using a rubric.
An advanced student can: Compare and contrast
multiple online sources for accuracy, relevance, comprehensiveness and bias.
A proficient student can: Compare and contrast 2
online sources for accuracy, relevance, comprehensiveness and bias.
A basic student can: Compare and contrast 2
online sources for accuracy and relevance.
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Summary
2007 brings South Dakota its first set of State Technology Standards. Previously, we have aligned curriculum with the International Society for Technology in Education / National Educational Technology Standards (ISTE NETS) Standards, which are still included with this document. At this point, the Computer/Technology curriculum is evolving to an Information and Communication Technology (ICT) curriculum to align with the rest of the world.
The ICT curriculum strives to make technology a lifelong, functional, learning tool that will help develop students’ higher order thinking skills, enhance creativity, and encourage personal expression. The focus is on technology and information literacy across all content areas to ensure students have a competitive edge in an ever-changing technological world. This curriculum encourages students to be problem solvers who know how to use a multitude of tools and gives the student the opportunity to choose the best tool for the job.
As simple as the mission statement may sound, “Our goal is to prepare students for a technology intensive world,” it is the thrust of all that the ICT curriculum stands for.
Assessment
Computer students will be evaluated utilizing the following sample assessment tools:1. Teacher observations 2. Student tasks3. Oral or written reports4. Projects5. Presentations6. Self assessment / peer assessment7. Individual / group conferencing8. Student portfolios9. Rubrics10. Computer software11. Oral and written tests12. Skill sheets
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Universal System Model of Technology
Adapted from the work of Jay Forrester, Massachusetts Institute of Technology; James Snyder, West Virginia Dept. of Education; & James Hales, Fairmont State College
INPUT PROCESS OUTPUT
FEEDBACK
Need: what you want the system to do
Resources: the ingredients that go into the system - tools, information, people, time, energy, capital, materials
The steps that lead to a result
The result that comes out of the system
Comparing the result to the original need; adjustments are made to the inputs and/or process
Every technology, no matter how simple or complex, fits into this descriptive model
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Rubric for Design Projects
Minimal0
Basic1
Proficient2
Advanced3
Standards Project is not linked to content standards
Link made to one subject-area content standard
Links are made to multiple subject-area content
standards
Links to content standards in multiple disciplines
Project Need Project need is not described or justified
Project need is described but without any facts
Project described as subject-specific need
Project described as a learner-centered need
Research No evidence of use of outside information One research source cited Two research sources are
citedThree or more sources are cited; evidence of variety
Alternative Solutions No evidence of alternative designs
One alternative presented as the project solution
At least two project alternatives presented
More than three alternatives presented; variety of
ideation used
Optimizing No reasons provided for the selected solution
Reasoning for the solution based on opinion only
Reasoning for the solution is supported by facts
Solution selected by the sue of comparative data
Development No evidence of planning Plan was made but not followed
Plans & procedures followed during the project
Project plan, procedures followed & documented
Quality of Produced Result Project not completed Completed late Completed on time; some evidence of poor quality
Completed on time; meets requirements; neat work
Testing & Evaluation Project does not include evaluation of results
Results evaluated but without any focus
Results are evaluated; reflects the project’s need
Evaluation data is collected to support needs
Sharing Project Results Project results not shared with others
Projects results shared with others
Project results shared; both positive & negative results
presented
Project results shared; improvements presented
Redesign No redesign Redesign attempted only after suggestions by others
Redesign completed to meet a clear goal
Redesign completed for extensive & continuous
improvement
Based on the Design Loop by Dr. Patricia Hutchinson; Technical College of New Jersey. Adapted by Wayne D. Lange; Rapid City Area SchoolsRev. 3/07
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International Society for Technology in Education (ISTE) / National Educational Technology Standards (NETS)
Technology Foundation Standards for Students
1. Basic operations and concepts a. Students demonstrate a sound understanding of the nature and operation of technology systems. b. Students are proficient in the use of technology.
2. Social, ethical, and human issues a. Students understand the ethical, cultural, and societal issues related to technology. b. Students practice responsible use of technology systems, information, and software. c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and
productivity.
3. Technology productivity tools a. Students use technology tools to enhance learning, increase productivity, and promote creativity. b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce
other creative works.
4. Technology communications tools a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5. Technology research tools a. Students use technology to locate, evaluate, and collect information from a variety of sources. b. Students use technology tools to process data and report results. c. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific
tasks.
6. Technology problem-solving and decision-making tools a. Students use technology resources for solving problems and making informed decisions. b. Students employ technology in the development of strategies for solving problems in the real world.
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K – 12 Glossary
Appropriate – adj. Definition: suitable or fitting for a particular purpose, person, occasion, etc.Example: an appropriate dress.
Assistance – n. Definition: the act of assisting; help; aid; support.
BlackBoard - The Blackboard Academic Suite™ is helping leading institutions across the globe breakdown barriers and multiply learning opportunities.
Flexible, extensible and open, the Blackboard AcademicSuite will enable you to:
Teach using advanced tools Build community across the campus Share world-class educational content Deploy a common look and feel across the entire suite Benefit from dramatically lower data and application integration costs
See: http://www.blackboard.com/products/Academic_Suite/index
Blog - n Definition: an online diary; a personal chronological log of thoughts published on a Web page; also called [Weblog]. Example: Typically updated daily, blogs often reflect the personality of the author.Etymology: shortened form of WeblogUsage: blog, blogged, blogging v, blogger n
CIPA - The Children’s Internet Protection Act (CIPA) is a federal law enacted by Congress in December 2000 to address concerns about access to offensive content over the Internet on school and library computers. CIPA imposes certain types of requirements on any school or library that receives funding support for Internet access or internal connections from the “E-rate” program – a program that makes certain technology more affordable for eligible schools and libraries. In early 2001, the Federal Communications Commission (FCC) issued rules implementing CIPA.
See: http://www.fcc.gov/cgb/consumerfacts/cipa.html
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Community (home, school, work, global) – n. Definition: a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.
Components – n. Definition: 1. A constituent element, as of a system. 2. Any minimum number of substances required to specify completely the compositions of all phases of a chemical system.
Convey – v. Definition: to communicate; impart, make known.Example: to convey a wish.
Copyright – n. Definition: the exclusive right to make copies, license, and otherwise exploit a literary, musical, or artistic work, whether printed, audio, video, etc. works granted such right by law on or after January 1, 1978 are protected for the lifetime of the author or creator and for a period of 50 years after his or her death.
Describe – v. to tell or depict in written or spoken words; give an account of.Example: He described the accident very carefully.
Design Loop – the process in a systems model.
DMCA - The Digital Millennium Copyright Act (DMCA) is a United States copyright law which criminalizes production and dissemination of technology whose primary purpose is to circumvent measures taken to protect copyright, not merely infringement of copyright itself, and heightens the penalties for copyright infringement on the Internet. Passed on October 8, 1998 by a unanimous vote in the United States Senate and signed into law by President Bill Clinton on October 28, 1998, the DMCA amended title 17 of the U.S. Code to extend the reach of copyright, while limiting the liability of Online Providers from copyright infringement by their users.
See: http://en.wikipedia.org/wiki/DMCA
Directed – adj. Definition: guided, regulated, or managed.Example: a carefully directed program.
eBoard - eBoard is an easy-to-use online service that lets any educator create a web site in just minutes. Your eBoard acts like an on-line cork board where you can post information for students and parents.
See: http://www.eboard.com/service/
Explore – v. Definition: to look into closely; scrutinize; examine.Example: Let us explore the possibilities for improvement.
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FERPA - The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
See: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Feedback – n. Definition: a reaction or response to a particular process or activity.Example: He got very little feedback from his speech.
File Menu Commands - The File menu contains the necessary commands to open, save, and print files, among a few other commands.
Firewalls - A software program designed to protect a network by preventing unauthorized users from gaining access or by monitoring transfers of information to and from the network.
Files – n. A collection of related data or program records stored as a unit with a single name.
gwam - is short for Gross Words A Minute and is similar to WPM except it does not account for any errors. GWAM is the overall typing speed regardless of how many errors you make. GWAM is often used as a measurement for users who are just learning to type and is later replaced by WPM.
See: http://www.computerhope.com/jargon/g/gwam.htm
Home Row – n. (in touch typing) the row on a typewriter or computer keyboard that contains the keys (home keys) to which four fingers of each hand return as a base, on a QWERTY keyboard being A, S, D, and F for the left hand and J, K, L, and the semicolon for the right.
Identify – v. to recognize or establish as being a particular person or thing; verify the identity of.
Input – n. data to be entered into a computer for processing. v, the process of introducing data into the internal storage of a computer.
Malware - n Definition: software, such as viruses, intended to damage or disable a computer system; short for malicious software; also written [mal-ware] Media – n. the means of communication, as radio and television, newspapers, and magazines, that reach or influence people widely.
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Moodle - Moodle is a course management system (CMS) - a free, Open Source software package designed using sound pedagogical principles, to help educators create effective online learning communities.
See: http://moodle.org/
Output – n. information in a form suitable for transmission from internal to external units of a computer, or to an outside medium. v. the process of transferring data from internal storage to an external medium, as paper or microfilm.
Ownership Rights - A right of ownership is associated with property that establishes the good as being "one's own thing" in relation to other individuals or groups, assuring the owner the right to dispense with the property in a manner he or she sees fit.
Podcast - n Definition: a Web-based audio broadcast via an RSS feed, accessed by subscription over the Internet.
Process – n. a systematic series of actions directed to some end.
Relevancy – adj. bearing upon or connected with the matter in hand; pertinent.
Reliability – adj. that may be relied on; dependable in achievement, accuracy, honesty, etc.
Special Keys – Shift, Return/Enter, Space, Backspace/Delete, Caps Lock, Ctrl, Alt, Arrows These are additional keys on the keyboard for special functions.
Systems-thinking Model - Systems thinking involves 'seeing' inter-connections and relationships, the whole picture as well as the component parts.
See: http://www.phrontis.com/systhink.htm
Task – n. 1. A piece of work assigned or done as part of one's duties. 2. A difficult or tedious undertaking. 3. A function to be performed; an objective.
Technological Method - the mechanism used to engage students in working with real problems.
See: http:// scholar.lib.vt.edu
Tool – n. An application program, often one that creates, manipulates, modifies, or analyzes other programs.
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Video Streaming - Streaming media is multimedia that is continuously received by, and normally displayed to, the end-user whilst it is being delivered by the provider. The name refers to the delivery method of the medium rather than to the medium itself. The distinction is usually applied to media that are distributed over telecommunications networks, as most other delivery systems are either inherently streaming (e.g. radio, television) or inherently non-streaming (e.g. books, video cassettes, audio CDs). The verb 'to stream' is also derived from this term, meaning to deliver media in this manner.
See: http://en.wikipedia.org/wiki/Streaming_media
WebCT - Now part of BlackBoard through a merger of the companies.
See: http://www.webct.com/
Web-based portals - a term, often used interchangeably with gateway, for a World Wide Web site whose purpose is to be a major starting point for users when they connect to the Web. There are general portals and specialized or niche portals. Some major general portals include Yahoo, CNET, AOL, and MSN. Examples of niche portals that are accessible to the public include Garden.com (for gardeners), Fool.com (for investors), and DPReview.com (for photographers). Private niche portals are those that are used by employees of a company. Companies such as IBM and MasterCard use portals to help disseminate information to their employees in a timely and efficient manner.
See: http://www.mariosalexandrou.com/definition/web-portal.asp
Wiki - Any collaborative website that users can easily modify via the web, typically without restriction. A wiki allows anyone, using a web browser, to edit, delete or modify content that has been placed on the site, including the work of other authors. This has been found to work surprisingly well since contributors tend to be more numerous and persistent than vandals and old versions of pages are always available.
Wireless Security - Wireless networks are very common, both for organizations and individuals. Many laptop computers have wireless cards pre-installed for the buyer. The ability to enter a network while mobile has great benefits. However, wireless networking has many security issues. Crackers have found wireless networks relatively easy to break into, and even use wireless technology to crack into non-wireless networks.
See: http://en.wikipedia.org/wiki/Wireless_security
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K – 12 Bibliography
blog. (n.d.). Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.6). Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/blog
Firewalls. (n.d.). The American Heritage® Science Dictionary. Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Firewalls
Malware. (n.d.). Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.6). Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Malware
Podcast. (n.d.). Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.6). Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Podcast
Task. (n.d.). The American Heritage® Dictionary of the English Language, Fourth Edition. Retrieved March 23, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/task
Tool. (n.d.). The American Heritage® Dictionary of the English Language, Fourth Edition. Retrieved March 23, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/tool
Wiki. (n.d.). The Free On-line Dictionary of Computing. Retrieved February 26, 2007, from Dictionary.com website: http://dictionary.reference.com/browse/Wiki
Remaining Vocabulary – see: http://dictionary.reference.com/
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