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New Jersey Core Curriculum Content Standards

for

Technology

 

INTRODUCTION

 

Technology in the 21st Century

 

Technology is uniquely positioned to transform learning, to foster critical thinking, creativity, and innovation, and to prepare students to thrive in the global economy. As engaged digital learners, students are able to acquire and apply content knowledge and skills through active exploration, interaction, and collaboration with others across the globe, challenging them to design the future as envisioned in the statements that follow:

Mission: Technology enables students to solve real world problems, enhance life, and extend human capability as they meet the challenges of a dynamic global society.

Vision: The systematic integration of technology across the curriculum and in the teaching and learning process fosters a population that leverages 21st century resources to:

·      Apply information-literacy skills to access, manage, and communicate information using a range of emerging technological tools.

·      Think critically and creatively to solve problems, synthesize and create new knowledge, and make informed decisions that affect individuals, the world community, and the environment.

·      Gain enhanced understanding of global interdependencies as well as multiple cultural perspectives, differing points of view, and diverse values.

·      Employ a systemic approach to understand the design process, the designed world, and the interrelationship and impact of technologies.

·      Model digital citizenship.

 

Intent and Spirit of the Technology Standards

 

All students acquire content area knowledge and skills in: (1) Visual and Performing Arts, (2) Comprehensive Health and Physical Education, (3) Language Arts Literacy, (4) Mathematics, (5) Science, (6) Social Studies, (7) World Languages, (8) Educational Technology, Technology Education, Engineering, and Design, and (9) 21st Century Life and Careers. As they do so, they are supported by the ongoing, transparent, and systematic integration of technology from preschool to grade 12 in preparation for postsecondary education and the workplace.

 

In Preschool, technology offers versatile learning tools that can support children’s development in all domains. For example, electronic storybooks can “read” stories to children in multiple languages; adventure games foster problem-solving skills; story-making programs encourage literacy and creativity; math-related games can help children count and classify; and science activities promote inquiry and an understanding of the world through the eyes of a child. When preschoolers are encouraged to work together with electronic devices and computers, social skills are tapped as children negotiate turn-taking. However, technology should not replace the concrete, real-life experiences that are critical to a young child’s learning; it must always be used in balance with other meaningful activities and routines. Technology should be embedded into children’s learning centers and should enhance their learning and development during choice time as well as in small-group experiences.

 

In grades K-2, students are formally introduced to the basic features and functions of computers and demonstrate understanding that technology enables them to communicate beyond the classroom on a variety of topics. K-2 students are also exposed to elements of the design process, design systems, and a variety of technology resources, and understand the importance of safety when using technological tools.

 

In grades 3-4, students understand the purpose of, and are able to use, various computer applications. They continue to develop information-literacy skills and increasingly use technology to communicate with others in support of learning, while also recognizing the need for cyber safety and acceptable use policies. Students in grades 3-4 also investigate the impact of technology systems, understand the design process, and use it for problem solving.

 

In grades 5-8, students expand their capacity to use operations and applications, apply information-literacy skills, and select the appropriate tools and resources to accomplish a variety of tasks, as they develop digital citizenship. As students participate in online learning communities, collaborating in the design of products that address local and global issues across the curriculum, they build understanding of the perspectives of learners from other countries. Students at this level can apply the design process in the development of products; understand impact constraints, trade-offs, and resource selection; and solve a design challenge and/or build a prototype using the design process. Students can explain why human-designed systems, products, and environments need to be monitored, maintained, and improved, and they recognize the interdependence of subsystems as parts of a system.