Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
  • understand and use technology systems
  • select and use applications effectively and productively.
  • troubleshoot systems and applications.
  • transfer current knowledge to learning of new technologies


Select Edit This Page to comment on which of the following scenarios best represents the standard that refers to Technology Operations and Concepts. How would you modify the scenario to better represent this standard?

Scenario A: Submitted by Raymond Green
My objective has always been to have whatever is learned in my class, turn keyed in other classes. It makes no sense to learn priceless skills in technology which merely stay in technology class. It has been difficult to get teachers and students to the mindset of thinking in this global manner. From September to December, students are introduced to Microsoft Word, Microsoft PowerPoint, Quark XPress, Adobe Photoshop, and iMovie. I generally go back and forth with all the programs for a while, so that the students will get a feel for how each program can work by itself and in conjunction with others. The students are responsible for publishing and binding a class book. They will use Quark, Photoshop, and possibly Word. They will scan and transfer data using thumb drives. All students have production crews including a director, tech director, videographer, photographer, and interviewer. They are required to take part in documenting via video, film and word. All of the usages in Tech class are encouraged to be used with their general class reports and/or projects. Last week, students brought their Black History reports into Media/Tech class and produced a PowerPoint document. One class had a science program, so one of the crews documented it in film and live interviews. Our math coordinator was working with a fourth grade class for "Measurement Week". She asked if I could take some pictures. I sent a fifth grade, two person crew, which taped, photographed and interviewed students.

I really think this is a great idea. The information these students learned in your classroom will help them tremendously in the future. If they do not use these skills in a future job, they can use it for their own personal needs. I would have loved to had a class in school that dealt with these programs. These programs are definately something that can be integrated into other subjects. Learning how to use these programs at such an early grade, these students will be able to carry this information with them throughout there school years. This will also help them as they enter college. There are so many students I know that still don't know how to use email, much less Quark. Teaching students such programs as Word, Power Point, Photoshop, etc. is so benificial. I can't wait to get into the school system and start using such programs with my students. Lora Waters-Austin Peay State University

Scenario B: Submitted by Michael Baker
During our fifth grade business projects, students must communicate and collaborate on how to best sell their products. Students track expenses through spreadsheets. They create commercials using iMovie and camcorders. Create signs using Microsoft Word and Print Shop. They use GarageBand to write jingles. Students have the option to create a website to share their business. The project combines all the technology skills the students learn from grades 1 through 5th. After students create their website, they will give a presentation to the class introducing their new website and how to navigate through it. Their peers will critique their presentations for suggestions to improve.
Scenario C: Submitted by Barbara Mills
Currently the music teacher, Mrs. Knight, and myself are team teaching a unit involving technology and music. This means that we have two 4th grade classes in the computer lab at one time. Each student is asked to choose a partner in his or her class before the start of the project. They also spend time in music class writing a small piece of music that they will play on a keyboard using MIDI software. We decided to team teach this unit of study because we wanted the students to be able to use the Garage Band software that is available to us. The Garage Band software is designed to allow users to create their own songs. We go a step further and have students write and play original songs on the keyboard. The students work well together choosing instruments, styles of music and tempo. After completing their songs, they use Power Point skills to create slide shows highlighting their original song. They choose backgrounds, a title, and give pertinent information like tempo and style of the song. The students include clip art to make their shows more attractive and finally they insert their song into the production. The students in 4th grade have a chance to expand their knowledge in technology and music during this process. Using the skills that they have previously learned in music class and computer lab, they create something that they can be proud to show their classmates and others.
Scenario D: Submitted by Myron Hanke
Our high school has a laptop initiative that assigns a laptop computer to each student for the school year. The building has wireless 80211B connectivity, and each classroom has a minihub. I am part of a group that is conducting our classes as a paper-less or paper independent classroom. When my students begin a lab exercise, they receive a document that contains instructions and tables to enter data. We use digital probes to collect some of the data which is uploaded into the tables. Once they complete the data collection, they move the tables into a spreadsheet to make calculations and graph the data. Data relationships are established through the use the trend line functions to generate equations, and the R-squared value to indicate precision of their measurements. They are given a series of questions that assess their understanding of the exercise, and they are asked to find additional information from Internet resources. Our school has licenses to a broad collection of on-line data bases from which they can select. A completed lab report is placed in my network folder, where it is graded and returned to their student folder in a read-only format. Our students are being exposed to the very best of technology to prepare them for 21st century jobs.
Scenario E: Submitted by Christine McMenomy
While teaching a unit on elections in the United States to my twelfth grade Advanced Placement Government students I decided to put together a project that would simulate a presidential election. The students were to create posters, slogans, bumper stickers, give away items, speeches and a thirty second television commercial. Students in my school are given laptops to use for the entire school year and because of this my classroom has become a paperless environment. To ensure students are benefiting from a technology driven classroom I try to use a variety of programs and technology. For this particular project, we chose to use Photo story 3 for Windows, Paint, Word, PowerPoint and Publisher. Students created colorful imaginative posters for their candidate. Each group was required to use Photo Story for their commercial and in doing this they took digital images of the student candidate, found pictures from current events happening in our world, and mixed those together with background music as well as a short speech outlining their platform. Students were able to utilize various programs to create a realistic commercial with colorful images by using Photo Story 3. Each group created a commercial and when all was complete we had a viewing day where students were able to see the range of commercials, from funny to very serious. I believe that by using technology for this project students were able to get a more realistic view of the topic than if they had created it by hand.

This lesson is great!! The project incorporates many different aspects for allowing children to manipulate technology. I like the idea that the children are working in groups and collaborating with the group to make decisions. I agree that I think that by using the technology on a project such as this the students are able to get more of a realistic view of what goes on with everything that is behind a campaign for election. Do these students carry any of this knowledge for making commercials ect. to any of the other classes that they are taking. I think that it is important that the students understand that they are able to transfer this knowledge to other areas. –Andrea Bledsoe Austin Peay State University, TN

How do you teach your students to have a sound understanding of technology concepts, systems, and operations? What does this look like at an elementary, middle, and high school level? How is the understanding assessed?

Students at the middle school level tend to have a curiosity about all things new. Increasingly, they venture out into the unknown more easily when they have a solid foundation of instruction on which to build. Educators should model or demonstrate techonolgy concepts several times before they lead their students into a particular project. Because many middle school-age students are perhaps more savvy than their teachers, a collaborative mindset should prevail. Teachers can harness a student's prior experience and knowledge in a way that will help lead other students to the desired outcome. Teachers should be able to recognize that understanding is taking place by careful monitoring of students and their work. Additionally, teachers need to ask lots of questions and have their students explain themselves to guage full grasp of concepts.