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Standards for Information and Communication Technologies (ICT)

Kindergarten to Grade 12

TorontoDistrict SchoolBoard

September 2002

Standards for Information and Communication Technologies (ICT)Kindergarten to Grade 12


© 2002 Toronto District School Board

Reproduction of this document for use by staff in the Toronto District School Board is encouraged.

For any other purpose, permission must be requested and obtained in writing from:

Toronto District School BoardLibrary and Learning Resources3 Tippett RoadToronto, ON M3H 2V1Tel.: (416) 397-2595Fax: (416) 395-8357E-mail: [email protected]

Every reasonable precaution has been taken to trace the owners of copyrighted material and to make dueacknowledgement. Any omission will gladly be rectified in future printings.

This document has been reviewed for equity.


CONTENTS

Introduction ………………………………………………………………..….. 2

Kindergarten ………………………………………………………………..….. 6

Grade 1 ………………………………………………………………..….. 7

Grade 2 ………………………………………………………………..….. 8

Grade 3 ………………………………………………………………..….. 10

Grade 4 ………………………………………………………………..….. 12

Grade 5 ………………………………………………………………..….. 14

Grade 6 ………………………………………………………………..….. 16

Grade 7 ………………………………………………………………..….. 18

Grade 8 ………………………………………………………………..….. 20

Grade 9 ………………………………………………………………..….. 22

Grade 10 ………………………………………………………………..….. 24

Grade 11 ………………………………………………………………..….. 26

Grade 12 ………………………………………………………………..….. 28

Grade Reference Charts …………………………………………………..……. 30

Glossary ………………………………………………………………..….. 42

Acknowledgements and References ………………………………………… 44


2

INTRODUCTION

Increasing reliance on computers, telecommunication networks,and information technologies in society and the workplacemakes it essential for students to become computer literate

and to develop information literacy skills.(Program Planning and Assessment, 9)

Information and Communication Technologies (ICT) offers opportunities to change how studentsacquire and demonstrate knowledge and how teachers assist learning. ICT provides variedlearning opportunities, allowing learners to locate information, to share ideas, and to work withothers in ways not previously available to them. Learning Information and CommunicationTechnologies skills is not enough. Students must apply this learning, within the context of theOntario Curriculum, to solve problems, to make decisions, to develop projects, and tocommunicate.

Role of Information and Communication Technologies (ICT)ICT can serve as a learning tool by providing students with meaningful opportunities to grow aslearners and to develop essential academic and life skills. These include:

� critical thinking � co-operation� sharing � flexibility� self-confidence � sensitivity� collaboration � creativity� responsibility � communication� synthesizing information � sense of humour� problem solving � self-motivation� adaptability � divergent thinking� decision making � self-reflection

As part of a balanced classroom program, ICT can play an integral role in fostering thedevelopment of these skills and contributing to the success of all students.

ICT is a tool, not an end in itself. The Ontario Curriculum addresses ICT in several ways. ICTlearning expectations are identified across all subject areas, and ICT skills are woven into allcurriculum areas and courses of study. ICT is embedded into research and inquiry skills. Studentsand staff are expected to use ICT as a learning tool.


3

Equitable AccessInformation and Communication Technologies can enable students to work and express ideas inan environment relatively free of gender stereotyping and other biases. In comparison with otherforms of communication, electronic networks have the greatest potential for allowing students tointeract equitably regardless, for instance, of gender or exceptionality. They also allow studentswith any impediment to social interaction to interact with others in ways that build confidence.Learning programs integrating ICT are crucial, especially to students who, because of backgroundor economic circumstances, do not have access to Information and Communication Technologiesin their homes. Equity of access to information, instruction, and technologies in schools willimprove learning for all students, including those with special needs. (Information Studies:Kindergarten to Grade 12, 10)

When incorporating ICT into the classroom, it is essential to address the following expectations.

All students will:� have equitable access to ICT� learn about both the positive and negative impact of ICT on our global and local communities� develop strategies to utilize ICT to create inclusive works� adhere to the TDSB Equity and Human Rights policies regarding anti-discrimination and

anti-harassment

ICT StandardsStandards provide a road map for students, teachers, and administrators, indicating what studentswill achieve. They provide consistency for students’ achievement of these skills throughout theTDSB. Clear standards give teachers a guide for assessing and evaluating the achievement ofthese skills.

These standards are not a course of study, nor are they intended to stand alone. Teachers willinfuse the ICT standards within all subject curriculums, as ICT skills are best learned within thecontext of subject applications. Activities, projects, and problems that replicate real-life situationsare effective ways of learning these skills.

Description of the Standards in This DocumentThese standards are a guide for teachers and students to be used in conjunction with each subjectcurriculum. ICT skills are listed grade by grade. Teachers will determine when it is appropriate tointroduce the skills, based on the students’ needs and maturation. Students need to practise anduse these skills in a variety of areas throughout the curriculum. This guide indicates the gradelevel by which a student will master the skills.


4

FormatThe document offers a page-by-page, per-grade description of ICT skills. The Grade ReferenceCharts demonstrate the continuity in the development of these skills from Kindergarten to Grade12 and allow educators to quickly review the skills acquired in previous grades, or those neededin future grades. Combining these skills with those of Information Literacy will help studentsintegrate both sets of skills in their learning and provide more opportunities for developingcritical-thinking skills.

General StandardsThe general standards are organized into the following strands:

Social and Ethical IssuesStudents understand the ethical, cultural, and societal issues related to ICT.Students will practise responsible use of ICT systems, information, and software.

Research and InquiryStudents use and transfer ICT knowledge to locate, retrieve, organize, manipulate,analyze, synthesize, and evaluate information for specific research tasks. ∆

Communication and CollaborationStudents collaborate using ICT. Students use ICT to communicate knowledge in a varietyof forms and media, for different purposes and audiences.

Productivity and ApplicationsStudents understand how to use the range of ICT tools for research, inquiry, problemsolving, decision making, creativity, communication, and collaboration.

Critical and Creative ThinkingUsing ICT, students will enhance their critical and creative thinking skills, includingproblem solving and decision making.

Note: Critical and creative thinking skills are embedded in each of the other four strands.They form an essential component of the learning of all students, not just within ICT, but inall areas of the curriculum.

Specific SkillsSpecific skills are listed under each of four general standards in each grade. In many casesillustrative examples have been provided to clarify meaning and provide a curricular context forteachers and students. The examples provided are intended to clarify each standard and toreinforce that the learning of ICT skills must occur within the context of the Ontario Curriculum.

In the Grade 9–12 section of the document, some of the examples appended include a coursecode. Again, the intention is to provide a curricular context for the integration of ICT.It is recognized, and indeed encouraged, that many other examples from many othercourses of study can be utilized to achieve the attainment of these standards.


5

Implementation of the StandardsIn many schools across the TDSB, teachers are achieving these standards with their studentsthrough unique and interesting learning opportunities. It is very important to remember that theseskills cannot be taught in isolation, but must be integrated within the curriculum. When properlyused, ICT becomes transparent to the learning task at hand. It is used for its ability to complementand extend student learning, not simply because it is there.

Staff development opportunities for teachers are necessary to demonstrate how these standardsare incorporated into the classroom curriculum. Sessions to facilitate sharing of ideas, for teachersand central staff, should be ongoing.

Schools need to integrate ICT standards in the appropriate context, and personalize theexperience. Staff need to discuss and plan the location of ICT resources and facilitate studentaccess to ICT so that students can integrate these skills into daily classroom activities andprojects.

Who can help with implementation?� Teachers, by sharing ideas and learning opportunities to infuse ICT into their curriculum� Teacher Librarians and Academic Services Associates and Contacts, by supporting teachers

and students in connecting ICT with the curriculum� Central District Wide Coordinators and Instructional Leaders in all subject areas, including

Library and Learning Resources and Academic Services IT Leaders, by providing teachersand students with professional development and support

� Toronto District School Board staff, by providing staff development for teachers, ongoingsupport for sustaining technology, access to contemporary technologies, software, andtelecommunication networks

� Parents, by providing support� Administrators in the school, by providing support and planning

How do ICT Standards fit with other Toronto District School Board planning?The Information and Communication Technologies Plan requires the development andimplementation of these standards.

Evaluation templates in the School Improvement Plan will require teachers and administrators toindicate what they are planning and how they will infuse Information and CommunicationTechnologies and Information Literacy skills in the curriculum.

Indicators for assessment of Information and Communication Technologies in the classroom areconsistent with these standards. As on-line learning opportunities become more prevalent,students will need to achieve these standards in order to use on-line learning efficiently andeffectively.


6

Kindergarten

Social and Ethical IssuesStudents understand the ethical, cultural, andsocietal issues related to ICT.Students practise responsible use of ICTsystems, information, and software.

Research and InquiryStudents use and transfer ICT knowledge tolocate, retrieve, organize, manipulate, analyze,synthesize, and evaluate information forspecific research tasks. ∆

By the end of Kindergarten, students will:� respect the members of a group when

sharing a computer (e.g., take turns whensharing a mouse);

� with assistance, recognize and begin topractise equitable use of ICT;

� act in a responsible manner when usingICT (e.g., keep food and drink away fromthe computer).

By the end of Kindergarten, students will:� begin to associate ICT as a source of

information (e.g., to answer questions andsearch for pictures);

� begin to investigate information pictorially(e.g., identify and discuss images).

Communication and CollaborationStudents collaborate using ICT. Students useICT to communicate knowledge in a variety offorms and media, for different purposes andaudiences.

Productivity and ApplicationsStudents understand how to use the range ofICT tools for research, inquiry, problemsolving, decision making, creativity,communication, and collaboration.

By the end of Kindergarten, students will:� explore drawing tools;� begin to communicate ideas using pictures

and text (e.g., use KidPix to retell apersonal event or story).

By the end of Kindergarten, students will:� begin to explore tool software (e.g.,

KidPix);� begin to use tool software to solve

problems and to explore concepts (e.g.,sort stamps by their properties);

� launch applications found on the computerdesktop;

� identify parts of the computer (e.g.,monitor, mouse, keyboard).

Critical and Creative ThinkingUsing ICT, students will enhance their critical and creative thinking skills,

including problem solving and decision making.


7

Grade 1



By the end of Grade 1, students will:� work co-operatively with peers when using

ICT (e.g., build on the ideas of others);� recognize and practise equitable use of ICT

(e.g., ensure equitable access and use forboth boys and girls);

� demonstrate care for ICT equipment (e.g.,handle and store CD-ROMsappropriately).

By the end of Grade 1, students will:� use question-starter words (e.g., develop

5-W questions to guide searches about theneeds of animals);

� read visuals to discover information (e.g.,examine pictures of birds to discovercommon characteristics);

� explore multimedia programs (e.g., use thesound features of a story CD-ROM to learnnew vocabulary).



By the end of Grade 1, students will:� create a diagram using drawing tools to

depict a personally significant place (e.g.,classroom, park, bedroom);

� with assistance, communicate ideas andinformation using pictures and text (e.g.,publish a narrative using KidPixSlideShow);

� work collaboratively with peers (e.g., assistothers, share ideas, offer peer teaching andtroubleshooting).

By the end of Grade 1, students will:� accomplish curriculum-based tasks by

using tool software (e.g., create apictograph in KidPix);

� begin to edit text and images within adocument (e.g., modify colour of font, addclip art, erase images);

� activate ICT (e.g., turn on monitor, findapplications, print);

� begin saving files and opening previouslysaved work.




8

Grade 2



By the end of Grade 2, students will:� demonstrate care and use of equipment

including peripherals (e.g., use headphonesappropriately);

� practise equitable and balanced use of ICT(e.g., support access for students withdifferent learning styles and abilities);

� identify the role ICT plays in everyday life.

By the end of Grade 2, students will:� identify information needs prior to research

(e.g., chart prior knowledge and identifynew learning needs using a KWL chart);

� find information from print and/orpreselected electronic resources (e.g.,identify and listen to the sounds ofwoodwind instruments);

� make simple notes to record and organizeinformation electronically (e.g., use ateacher-prepared template to recordinformation about family traditions).




9

Grade 2



By the end of Grade 2, students will:� use drawing tools to create images as part

of a presentation in order to demonstrateand share knowledge about a specificcurriculum topic (e.g., the life cycle of abutterfly);

� process information from more than onesource and retell what has been discovered* (e.g., illustrate information learned froma non-fiction text);

� use e-mail with assistance (e.g., compose aclass e-mail message to thank a specialclassroom visitor).


using tool software (e.g., create a simplereport comparing the properties of liquidsand solids);

� edit text and images within a document(e.g., modify font, style, and image size);

� choose appropriate applications tocomplete tasks;

� use text to communicate thoughts, ideas, orfeelings (e.g., use word processingsoftware to create a story, poem, or letter);

� identify peripherals and their use (e.g.,printer, scanner, digital camera);

� open files from, and save files to, adesignated folder.




10

Grade 3



By the end of Grade 3, students will:� demonstrate responsibility and an

awareness of appropriate conduct whenusing ICT (e.g., follow class procedures forlogging on and off computers);

� demonstrate understanding of theimportance of equitable and balanced useof ICT;

� respect the work and privacy of others(e.g., recognize the difference betweenpersonal and public file folders);

� demonstrate awareness of the functions anduses of ICT.

By the end of Grade 3, students will:� begin to formulate questions to guide

research;� enter simple search words to locate

information (e.g., search for books by afavourite author in a library catalogue);

� explore topics using a variety of resources(e.g., examine electronic encyclopedias,library catalogues, and teacher-selectedInternet sites to discover information abouta specific topic);

� summarize data by recording key wordsand ideas from gathered information (e.g.,make jot notes while searching an on-lineencyclopedia for information);

� enter data into teacher-selected organizersto organize and review information (e.g.,compare and contrast by using graphicorganizers such as Venn diagrams, T-charts);

� begin to self evaluate the research process(e.g., ask “Did I use a variety ofresources?”).




11

Grade 3



By the end of Grade 3, students will:� create visual images by using paint and

draw programs for a particular audienceand purpose* (e.g., explore the concept oflines of symmetry in two-dimensionalshapes);

� begin to share information using graphicorganizers (e.g., Venn diagram to comparecharacteristics of urban and ruralcommunities);

� with assistance, begin to share ideas andinformation using tool software (e.g.,AppleWorks Slideshow to explain howpioneers used natural resources);

� begin to communicate electronically withpeople inside and outside the classroom(e.g., communicate with e-pals on TEL).


using tool software (e.g., create a reportexplaining how different features of plantshelp them survive);

� edit text and images within a document(e.g., use spell-check, format headings,place and modify images to enhancepresentation of information);

� begin to use and apply data-managementsoftware (e.g., use spreadsheets toconstruct bar graphs and pictographs);

� navigate within a document, CD-ROM, orsoftware program that contains links;

� begin to send ideas and information usinge-mail;

� begin to develop keyboarding skills (e.g.,begin to use and apply skill lessons fromAll the Right Type, Almena Method);

� copy and move files from a designatedfolder to disk.




12

Grade 4



By the end of Grade 4, students will:� follow acceptable-use policies (e.g., TDSB

Code of On-line Conduct);� demonstrate an understanding of

intellectual property (e.g., cite web sitesand other sources of images, video, andgraphics);

� demonstrate correct ergonomics (e.g.,posture, time on computer, proximity toscreen, adequate lighting);

� develop an awareness of safe behaviourwhile using ICT (e.g., respectconfidentiality of passwords and personalinformation);

� demonstrate an awareness of theadvantages and challenges of using ICT.

By the end of Grade 4, students will:� formulate questions to guide research (e.g.,

develop questions to explore how humansaffect natural habitats);

� develop use of search terms (e.g., searchthe library catalogue by author, title,keyword);

� browse on-line resources by subject (e.g.,use the subject categories of an on-lineencyclopedia to locate information aboutthe habitats of plants);

� explore, locate, and retrieve informationfrom on-line resources (e.g., keep jot noteson a teacher-provided organizer whilesearching an electronic encyclopedia toexplore the roles of people in medievalsociety);

� investigate various media formats and howthey are organized (e.g., analyze thefeatures of text in a web site, an on-linenewspaper, and an on-line encyclopedia);

� use prepared databases and spreadsheets toenter and organize data (e.g., collectinformation about the foods friends preferand compare to Canada’s Food Guide);

� review information to determine if needsare met (e.g., ask “Have I answered all myinquiry questions?”).




13

Grade 4



By the end of Grade 4, students will:� synthesize and share information using

graphic organizers (e.g., storyboard awriting plan in AppleWorks);

� share ideas and information using toolsoftware (e.g., create a HyperStudio stackdescribing the natural resources andphysical regions of a Canadian province);

� communicate and collaborate electronicallywith people inside and outside theclassroom (e.g., TEL exchange projects,Class Conference on TEL);

� begin to identify the advantages anddisadvantages of using ICT for specifictasks (e.g., publishing a narrative).


using tool software (e.g., publish aprocedure that includes sound, text, andimages);

� use and apply data-management software(e.g., use spreadsheets and/or databases toclassify observed rocks and minerals bycolour, texture, and shape);

� independently access and navigate within adocument, CD-ROM, or software programthat contains links;

� access e-mail and personal electronicstorage space using individual network ID;

� with assistance, use Internet search enginesand other on-line search resources;

� with assistance, integrate the use ofperipherals into projects and presentations(e.g., scanner, digital camera);

� continue to develop keyboarding skills.




14

Grade 5



By the end of Grade 5, students will:� exhibit legal and ethical behaviours when

using information and ICT (e.g., observecopyright laws, reference sources);

� identify equity implications of ICT (e.g.,biases and omissions in visuals of softwareprograms);

� understand the consequences of misuse(e.g., using inappropriate sites,plagiarizing a report);

� demonstrate awareness of current changesin ICT and the effect those changes haveon the workplace.

By the end of Grade 5, students will:� follow an inquiry and research plan based

on the four stages (prepare for research,access resources, process information,transfer learning);

� formulate new questions as researchprogresses (e.g., use word processingsoftware to record reflections and newquestions arising from searches);

� select and use appropriate search tools togather and manage information from avariety of electronic reference materials(e.g., select government sites to investigatethe function of the federal government);

� identify and distinguish points of viewexpressed in electronic sources on aparticular topic (e.g., explore differentperiodical databases to discover variedviewpoints on an environmental issue);

� analyze electronic sources for accuracy orrelevance to the purpose (e.g., critique websites for copyright date and reliability,skim sites for usefulness);

� create and use simple organizers andoutlines (e.g., to collect and organizeinformation, to sort facts, to findsimilarities, to evaluate and classify data);

� review and analyze information todetermine if needs are met.




15

Grade 5



By the end of Grade 5, students will:� synthesize and present information using

graphic organizers and spreadsheets (e.g.,use a spreadsheet or table to comparecharacteristics of early civilizations);

� present and share ideas and informationusing tool software (e.g., create aHyperStudio stack or web page describingthe structure and function of the digestivesystem);

� independently communicate andcollaborate electronically with peopleinside and outside the classroom (e.g.,consult an expert, use Silver Birch BanterConference on TEL);

� be sensitive to the characteristics of theaudience when presenting information(e.g., consider the length of presentation ifintended audience is younger students inthe school);

� evaluate the advantages and disadvantagesof different kinds of print and electronicpresentations (e.g., compare graphingusing a spreadsheet vs. graphing onpaper).


using tool software (e.g., create anautobiography that includes sound, text,and images);

� solve problems that involve numericaloperations by using tools such ascalculators and spreadsheets (e.g., use aspreadsheet to explore patterns in numberoperations);

� with assistance, create documents thatcontain some links and a simple navigationsystem (e.g., create a HyperStudio stack orweb page describing the structure ofCanada’s federal government);

� begin to use e-mail to submit assignedwork;

� use Internet search engines and other on-line search resources;

� integrate the use of peripherals intoprojects and presentations (e.g., scanner,digital camera);

� develop competent keyboarding skills.




16

Grade 6



By the end of Grade 6, students will:� demonstrate ethical and legal use of

information (e.g., using properdocumentation of all sources ofinformation);

� demonstrate understanding of equityimplications of ICT (e.g., using inclusivelanguage, images and content);

� explain the rationale of the acceptable usepolicy and Code of On-line conduct;

� describe the concept and importance ofethical uses of ICT (e.g., following on-lineprotocols).

By the end of Grade 6, students will:� design and follow a plan to be used during

an inquiry process, and make revisions tothe plan as necessary* (e.g., follow thefour-stage research process, and considertimelines, assessment criteria, presentationexpectations);

� use boolean searching strategies (e.g., use“Canada AND natural resources” tonarrow a search; but use “fishing ORlobsters” to broaden a search);

� select and use a variety of electronicresources to build a knowledge base (e.g.,on-line encyclopedias, databases, andInternet sites);

� synthesize information by developinggeneralizations, making decisions, anddrawing conclusions to create somethingnew (e.g., follow the inquiry-based processand scaffolding of a web quest to completea task);

� compare formats of print, electronic, andmultimedia reference materials to facilitatethe selection of resources and information(e.g., consider the advantages anddisadvantages of each);

� create visual organizers to sequence,classify, and analyze information;

� reflect on and describe the processesinvolved in completing a project.




17

Grade 6



By the end of Grade 6, students will:� synthesize and present information using

graphic organizers and databases (e.g.,create a database of products imported andexported by Canada and its tradingpartners);

� begin to create multimedia presentationsthat include sounds and images from avariety of sources (e.g., visual images, clipart, sound clips, and animated images)*;

� collaborate with people within and beyondthe classroom using e-mail, TELconferences, and the Internet (e.g., Writersin Electronic Residence);

� determine an appropriate method tocommunicate and present informationbased on the intended audience (e.g.,spreadsheet vs. database, SlideShow vs.poster etc.).


using tool software (e.g., complete aproject describing the physicalcharacteristics of the solar system thatincludes sound, text, images, andanimation);

� solve problems requiring the sorting,organizing, and classifying of data (e.g.,use the “find” and “sort” features of adatabase to reach conclusions about aparticular data set);

� create documents that contain links andnavigation systems (e.g., create aHyperStudio stack or web page profilingearly explorers);

� use e-mail to receive and submit assignedwork via a class conference on TEL(including uploading and downloadingfiles);

� efficiently use Internet search engines andother on-line search resources;

� demonstrate keyboarding skills required tocomplete assigned tasks.




18

Grade 7



By the end of Grade 7, students will:� analyze features of our information-based

society;� analyze features and examples of ethical

and unethical uses of information and ICT(e.g., recognize and challenge web sitesthat promote discriminatory ideas);

� explain the principles and practice ofconfidentiality and privacy incommunicating information (e.g.,forwarding e-mail only with the consent ofthe sender);

� identify how ICT is changing how tasks areperformed.

By the end of Grade 7, students will:� develop a plan for a research project and

formulate questions to guide the inquiry;� select appropriate search engines, subject

directories, and URLs to meet informationneeds (e.g., identify resources that cansupport someone experiencingharassment);

� use references, cross references, andhyperlinks to expand approaches to a topic;

� examine the authority, validity, andreliability of print and on-line resources(e.g., use a teacher-prepared tool toanalyze web sites on drug addiction beforeconducting research);

� develop appropriate organizers forcollecting information for specific researchtasks (e.g., use organization tools such astimelines, knowledge trees, legends, andindexes to record and organizeinformation);

� analyze how data was collected and discussthe reasonableness of results.




19

Grade 7



By the end of Grade 7, students will:� synthesize and present information using a

combination of graphic organizers anddata-management software (e.g., tables,graphs, spreadsheets, and databases);

� prepare multimedia presentations for avariety of purposes and audiences (e.g., aslideshow, movie, or web page describingdaily life in New France);

� collaborate with peers, teachers, and othersto exchange information, using a variety ofICT communication tools (e.g., TELConferences, class web pages);

� consider the relative strengths of print,electronic, and blended modes ofpresentation in order to determine the mostappropriate method(s) of conveyinginformation to an intended audience.


using tool software (e.g., a multimediaproject that includes sound, text, images,video, and animation);

� apply the analysis tools found in databaseand spreadsheet applications to solveproblems and generate reports;

� create and modify documents that containlinks and non-linear navigation systems(e.g., create a web page or HyperStudiostack about interactions withinecosystems);

� use e-mail to receive, edit, and submitassigned work via a class conference onTEL (including downloading, modifying,and uploading files);

� select Internet search engines and other on-line search resources based on an assignedtask and purpose;

� begin to employ content-specific softwareand simulations to explore and analyze dataand information to support learning andresearch (e.g., create and analyze designsthat include transformed images using TheGeometer’s Sketchpad).




20

Grade 8



By the end of Grade 8, students will:� indicate current changes in information

technologies and the effect these changeshave on the workplace and society;

� demonstrate a responsible and ethicalattitude to the use of ICT by usingelectronic networks in an ethical manner;

� recognize the implications of copyrightinfringement;

� demonstrate an understanding of ethicalpractice when using e-mail and on-linediscussion conferences;

� describe information anxiety and overloadin contemporary society.

By the end of Grade 8, students will:� plan and conduct a search, using a wide

variety of electronic sources (e.g., use on-line encyclopedias, periodical databases,validated Internet sites to explore the tools,materials, and design principles used byselected artists);

� recognize elements of potentiallysuccessful research questions;

� use advanced search techniques to limit thenumber of search results to a query (e.g., +or —, Boolean, etc.);

� develop a process to manage volumes ofinformation that can be made availablethrough electronic sources (e.g., bookmarkselected sites or create a personal hotlist);

� research the accuracy, relevance,appropriateness, comprehensiveness, andbias of electronic information sources (e.g.,use a prepared template to evaluate sitesbefore using);

� synthesize findings and formulateconclusions using tool software (e.g.,create a visual organizer to compare theautomatic functions of the human eye withthe functions in an automatic camera);

� make inferences and convincing argumentsbased on data analysis;

� self-evaluate and set goals forimprovement (e.g., create and maintain alearning log).




21

Grade 8



By the end of Grade 8, students will:� interpret, synthesize, and present

information using a combination of graphicorganizers and data-management software(e.g., reports, flow charts, graphs,templates, spreadsheets, and databases);

� design and present multimedia projects(e.g., web pages, newsletters, slideshows,movies);

� collaborate with peers, teachers, and othersusing a variety of ICT communication toolsto contribute to projects for local andglobal audiences (e.g., participate inCanada SchoolNet Grassroots projects);

� evaluate presentation methods and modifythem for particular needs to effectivelyconvey information to an intendedaudience.


using tool software (e.g., a multimediapresentation that includes sound, text,images, video, and animation);

� apply the analysis and synthesis toolsfound in database and spreadsheetapplications in order to solve morecomplex problems and generate reports;

� create, modify, and evaluate documentsthat contain links and non-linear navigationsystems (e.g., create a web page orHyperStudio stack about the CharlottetownConference);

� use e-mail to receive, edit, and submitassigned work via a class conference onTEL (including downloading, modifying,compressing, decompressing, anduploading files);

� evaluate and select Internet search engines,directories, and sites based on specificcriteria (e.g., intended audience, purposefor research, evidence of bias);

� employ content-specific software andsimulations to explore and analyze data andinformation to support learning andresearch (e.g., investigate the Pythagoreanrelationship using The Geometer’sSketchpad).




22

Grade 9



By the end of Grade 9, students will:� identify the impact of ICT on the world and

probable future directions in technologicaldevelopment (e.g., Canadian and worldcultures, education, health, business);

� demonstrate legal and ethical behaviourswhen using ICT (e.g., properly citing andreferencing all sources of information);

� appreciate the principles of intellectualproperty and copyright law (e.g.,investigate copyright for print, music,images, and multimedia);

� identify issues regarding storage, privacy,and security of information (e.g.,investigate the implications of thecollection of private information bygovernment agencies, such as StatisticsCanada);

� discuss ways of controlling information(e.g., filtering and censorship).

By the end of Grade 9, students will:� develop a research plan (e.g., identify task

requirements and establish timelines);� articulate and use the four stages of the

research process to meet information needswhen using electronic and print resources;

� access, assemble, and organize diverseviewpoints from electronic sources toassess their validity for specific topics(e.g., create charts and tables to compareand contrast information);

� evaluate the authority, reliability, andrelevance of electronic sources andinformation (e.g., develop criteria to assessweb sites);

� use tool software to synthesize findings andformulate conclusions (e.g., create a visualorganizer to regroup and organize data tomake connections);

� use advanced database strategies to record,sort, and organize information (e.g.,discriminate between attribute and locationdata in a G.I.S.—CGC 1D);

� reflect on the research process (e.g., createand maintain a learning log).




23

Grade 9



By the end of Grade 9, students will:� interpret, synthesize, present, and review

information using a combination of graphicorganizers and data-management software(e.g., compare the benefits anddisadvantages of Canada’s energy megaprojects—CGC1P);

� continue to design and present multimediaprojects (e.g., create a simple compositionusing the elements of melody, rhythm, andform, and a variety of media—AMU1O);

� collaborate with peers, teachers, and othersusing a variety of ICT communication toolsto develop projects for local and globalaudiences;

� evaluate presentation methods and modifythem for particular needs to effectivelyconvey information to an intendedaudience.


using integrated tool software effectivelyand efficiently (e.g., produce artworksusing traditional and new technologies;video, computer, scanner, photocopier,digital camera—AVI1O);

� create databases and spreadsheets toorganize and analyze information in avariety of ways;

� create, modify, and evaluate web pages thatcontain multiple links and non-linearnavigation systems (e.g., plan and write asample web page on how to use aprovincial park campsite responsibly andanother on the pleasures of camping—ENG1D);

� test solutions to problems by usingintegrated software, such as computer-assisted design or simulation/modellingsoftware (e.g., use a variety of computersoftware applications for research, to solveproblems, and to document the designprocess—TTI1O);

� solve a problem by articulating a plan ofaction and identifying appropriate materialsand tools (e.g., use Fathom to create thegraphs of a variety of linear and non-linearrelations from their equations and classifythe relations according to the shapes oftheir graphs—MPM1D).




24

Grade 10



By the end of Grade 10, students will:� analyze the impact of ICT on society and

on probable future directions intechnological development (e.g., medicine,genetic engineering, artificial intelligence);

� demonstrate legal and ethical behaviourswhen using ICT and appreciate theconsequences of illegal and unethicalbehaviours (e.g., copyright andplagiarism);

� identify and use methods of determiningthe ownership of intellectual property (e.g.,sourcing the ownership of a music clip);

� identify implications of controllinginformation (e.g., censorship, filtering);

� discuss the legal consequences ofinterfering with on-line communication(e.g., hacking and harassment).

By the end of Grade 10, students will:� critique own questions as essential and

non-essential;� use various on-line libraries for

information needs and describe theirfeatures;

� analyze and evaluate primary sources ofinformation (e.g., interpret statisticalinformation in varied media, such as on-line handbooks, almanacs, and reports);

� analyze electronic resources for validity(e.g., identify perspective, bias,inclusiveness, stereotyping, intent, andcredibility for a specific research task);

� use flow chart, webbing, and databasesoftware to synthesize findings andformulate conclusions (e.g., produce ananalysis of how and why recent innovationsin telecommunications are changing lifetoday—CHC2D);

� self-evaluate the application of the four-stage research process (e.g., use electronicjournal to track product and process ofresearch).




25

Grade 10



By the end of Grade 10, students will:� interpret, synthesize, present, and review

information using a combination of graphicorganizers and data-management software(e.g., demonstrate the ability to organizeselected career information effectively,using word-processing, database,spreadsheet, and information managementsoftware—GLC2O);

� design, present, and review multimediaprojects (e.g., use computer technology andsoftware to digitize movement-relatedeffects—ATC2O);

� collaborate with peers, teachers, and others,using a wide variety of ICT communicationtools, to develop and review projects forlocal and global audiences (e.g., create apersonal anthology of poetry in print andas a web page with links to related sites—ENG2D);

� evaluate presentation and transitionmethods and modify them for particularneeds to effectively and efficiently conveyinformation to an intended audience.


using integrated tool software effectivelyand efficiently (e.g., acquire informationfrom a variety of materials including CD-ROMs, computer software—FSF2P);

� create advanced databases and spreadsheetsto output information in a variety of ways(e.g., analyze a population case study byproducing population growth curves foreach of the populations in the study, anduse the graphs to explain how differentfactors affect population size and to predictthe effect of varying factors—SNC2D);

� create, modify, and evaluate web pages thatcontain multiple links and complex non-linear navigation systems;

� test and evaluate a problem by creating asimulation or a model (e.g., use arelational database to make basic temporalqueries on election patterns—CHC2D);

� evaluate choices and the progress inproblem solving, then redefine the plan ofaction as appropriate.*




26

Grade 11



By the end of Grade 11, students will:� describe the societal impact of ICT on

communications (e.g., e-mail, videoconferencing);

� understand and practise protocol andresponsibilities for the use of informationfrom electronic resources (e.g., using e-mail and on-line discussion groups);

� understand the consequences ofinterference with personal privacy andsecurity (e.g., cookies, selling e-mail lists);

� discuss the societal and financialconsequences of computer attacks (e.g.,viruses, worms);

� identify and describe economic andenvironmental issues associated with theproduction and disposal of ICT hardware;

� make informed choices among ICTsystems, resources, and services.

By the end of Grade 11, students will:� form questions into a thesis statement and

reflect on the continuing appropriateness ofthe thesis statement (e.g., research andreport on the economic, environmental,and cultural impact of travel and tourismassociated with international sportingevents—CGG3O);

� consult a wide variety of sources thatreflect varied viewpoints on particulartopics (e.g., collect data from a range ofprint and electronic media, interviews,government and community agencies—CPC3O);

� demonstrate discriminatory selection ofrelevant information (e.g., analyze sourcesfor bias, and compare them with othersources);

� investigate and solve problems oforganization and manipulation ofinformation during an inquiry (e.g., createand use complex graphic organizers);

� use/create a web page to organize links toother sources of information;

� re-examine the currency of research andmodify product in light of new findings.




27

Grade 11



By the end of Grade 11, students will:� use and evaluate different combinations of

graphic organizers and data-managementsoftware (e.g., present ideas,understandings, and arguments effectivelyin a variety of contexts using graphicorganizers and displays—CPC3O);

� continue to design, present, and reviewmultimedia projects (e.g., create aslideshow presentation on the hyperbola,which integrates sketches and animationsfrom The Geometer’s Sketchpad—MCR3U);

� manage collaboration among peers,teachers, and others, using a wide varietyof ICT communication tools, to developand review projects for local and globalaudiences (e.g., identify how Aboriginalpeoples promote their beliefs and valuesthrough technology, such as CD-ROMs,web sites, Kids from Kanata Project,Aboriginal television and radio stations—NBV3C);

� design and adapt presentation andtransition methods for a variety ofaudiences and purposes.


using integrated tool software effectivelyand efficiently (e.g., use computer softwareto prepare and present publicity andmarketing documents—TFH3E);

� create advanced relational databases andspreadsheets to output information in avariety of ways;

� create, modify, and evaluate web pages toorganize links and reference other sourcesof information (e.g., create web links toillustrate the role of law in protecting therights of certain groups or individualsincluding women, children, Aboriginalpeoples, minorities, and victims ofcrimes—CLU3E);

� begin to understand the function of virtualmodelling in problem solving and projectdevelopment (e.g., create a flow model forG.I.S.—CGT3E);

� use ICT tools to document problem-solvingprocesses and project development fromconception to completion (e.g., developand maintain a project plan that covers allaspects of the development process for acomputer program—ICS3M).




28

Grade 12



By the end of Grade 12, students will:� analyze advantages and disadvantages of

widespread use and reliance on ICT in theworkplace and society, and identifyconsequences to make informed civic,social, and economic decisions;

� identify capabilities and limitations ofcontemporary and emerging ICT resourcesand assess the potential of these systems toaddress personal, lifelong-learning, andworkplace needs;

� apply ethical and legal standards inplanning, using, and evaluating ICT andintellectual property (e.g., demonstrateresponsible use of resources, processes,and systems of technology);

� demonstrate and advocate for legal andethical behaviour among peers, family, andcommunity regarding the use of ICT andinformation;

� evaluate ICT-based options, includingdistance and distributed education forlifelong learning (e.g., investigateadvantages and disadvantages of distancelearning and virtual libraries).

By the end of Grade 12, students will:� create and follow an independent research

plan (e.g., use time or project managementsoftware to assist in conducting aninquiry);

� plan and perform complex searches using avariety of search strategies;

� select and apply appropriate ICT tools forresearch, information analysis, problemsolving, and decision making in contentareas (e.g., analyze and assess thenewspaper, television, radio, and Internetcoverage of a conflict or uprising—ENG4U);

� identify and analyze the appropriate ICTresources for research and problem solving(e.g., evaluate print and electronic sourcesabout food and nutrition for bias,accuracy, validity, authority, and relevance—HFA4M);

� investigate and solve problems ofprediction, calculation, and inferenceduring an inquiry (e.g., manipulate data byusing charting and graphing technologiesin order to test inferences andprobabilities);

� analyze and synthesize information todetermine patterns and links among ideas;

� recognize and integrate personal learningstyles in research and problem solving.




29

Grade 12



By the end of Grade 12, students will:� routinely use and evaluate different

combinations of graphic organizers anddata-management software (e.g., effectivelyuse current information technology tocompile quantitative data and presentstatistical analysis of data—HHS4M);

� continue to design, present, and reviewmultimedia projects (e.g., produce a digitalportfolio of artworks using analog anddigital encoding procedures; CD-ROM,interactive multimedia work, Internet site—ASM4O);

� manage and evaluate sustainedcollaboration among peers, teachers, andothers, using a wide variety of ICTcommunication tools, to develop andreview projects for local and globalaudiences;

� design, adapt, and review presentation andtransition methods for a variety ofaudiences and purposes.


using integrated tool software effectivelyand efficiently (e.g., create electronically,a multimedia interview presentation—BTX4E);

� create advanced relational databases andspreadsheets, linked to other softwareprograms, to output information in avariety of ways;

� create, modify, post, and evaluate web sitesfeaturing multiple link pages on the WorldWide Web or on a local network;

� understand the function of virtualmodelling in problem solving and projectdevelopment (e.g., investigate thestructures of biological molecules andfunctional groups using computer-generated, three-dimensional imagesand/or by building molecular models ofsimple carbohydrates, amino acids, simplepolypeptides—SBI4U);

� make informed choices among ICTsystems, resources, and services (e.g.,appropriate use of raster and/or vectordata within a specific G.I.S. platform—CGO4M).




30

GRADE REFERENCE CHARTS


31

Social and Ethical Issues Research and Inquiry Communication andCollaboration

Productivity and Applications

KIN

DE

RG

AR

TE

N

� respect the members of agroup when sharing acomputer (e.g., take turnswhen sharing a mouse)

� with assistance, recognizeand begin to practiseequitable use of ICT

� act in a responsible mannerwhen using ICT (e.g., keepfood and drink away fromthe computer)

� begin to associate ICT as a source ofinformation (e.g., to answer questionsand search for pictures)

� begin to investigate informationpictorially (e.g., identify and discussimages)

� explore drawing tools� begin to communicate ideas using

pictures and text (e.g., use KidPix toretell a personal event or story)

� begin to explore tool software (e.g.,KidPix)

� begin to use tool software to solveproblems and to explore concepts (e.g.,sort stamps by their properties)

� launch applications found on thecomputer desktop

� identify parts of the computer (e.g.,monitor, mouse, keyboard)

GR

AD

E 1

� work co-operatively withpeers when using ICT (e.g.,build on the ideas of others)

� recognize and practiseequitable use of ICT (e.g.,ensure equitable access anduse for both boys and girls)

� demonstrate care for ICTequipment (e.g., handle andstore CD-ROMsappropriately)

� use question-starter words (e.g.,develop 5-W questions to guidesearches about the needs of animals)

� read visuals to discover information(e.g., examine pictures of birds todiscover common characteristics)

� explore multimedia programs (e.g.,use the sound features of a story CD-ROM to learn new vocabulary)

� create a diagram using drawingtools to depict a personallysignificant place (e.g., classroom,park, bedroom)

� with assistance, communicate ideasand information using pictures andtext (e.g., publish a narrative usingKidPix SlideShow)

� work collaboratively with peers(e.g., assist others, share ideas, peerteaching, and troubleshooting)

� accomplish curriculum-based tasks byusing tool software (e.g., create apictograph in KidPix)

� begin to edit text and images within adocument (e.g., modify colour of font,add clip art, erase images)

� activate ICT (e.g., turn on monitor, findapplications, print)

� begin saving files and openingpreviously saved work

GR

AD

E 2

� demonstrate care and use ofequipment includingperipherals (e.g., useheadphones appropriately)

� practise equitable andbalanced use of ICT (e.g.,support access for studentswith different learning stylesand abilities)

� identify the role ICT playsin everyday life

� identify information needs prior toresearch (e.g., chart prior knowledgeand identify new learning needs usinga KWL chart)

� find information from print and/orpreselected electronic resources (e.g.,identify and listen to the sounds ofwoodwind instruments)

� make simple notes to record andorganize information electronically(e.g., use a teacher-prepared templateto record information about familytraditions)

� use drawing tools to create imagesas part of a presentation in order todemonstrate and share knowledgeabout a specific curriculum topic(e.g., the life cycle of a butterfly)

� process information from more thanone source and retell what has beendiscovered * (e.g., illustrateinformation learned from a non-fiction text)

� use e-mail with assistance (e.g.,compose a class e-mail message tothank a special classroom visitor)

� accomplish curriculum-based tasks byusing tool software (e.g., create asimple report comparing the propertiesof liquids and solids)

� edit text and images within a document(e.g., modify font, style, and image size)

� choose appropriate applications tocomplete tasks

� use text to communicate thoughts,ideas, or feelings (e.g., use wordprocessing software to create a story,poem, or letter)

� identify peripherals and their use (e.g.,printer, scanner, digital camera)

� open files from, and save files to, adesignated folder


32



GR

AD

E 3

� demonstrate responsibilityand an awareness ofappropriate conduct whenusing ICT (e.g., follow classprocedures for logging onand off computers)

� demonstrate understandingof the importance ofequitable and balanced useof ICT

� respect the work andprivacy of others (e.g.,recognize the differencebetween personal andpublic file folders)

� demonstrate awareness ofthe functions and uses ofICT

� begin to formulate questions to guideresearch

� enter simple search words to locateinformation (e.g., search for books bya favourite author in a librarycatalogue)

� explore topics using a variety ofresources (e.g., examine informationin electronic encyclopedias, librarycatalogues, and teacher-selectedInternet sites to discover informationabout a specific topic)

� summarize data by recording keywords and ideas from gatheredinformation (e.g., make jot notes whilesearching an on-line encyclopedia forinformation)

� enter data into teacher-selectedorganizers to organize and reviewinformation (e.g., compare andcontrast by using graphic organizerssuch as Venn diagrams, T-charts)

� begin to self evaluate the researchprocess (e.g., ask “Did I use a varietyof resources?”)

� create visual images by using paintand draw programs for a particularaudience and purpose* (e.g.,explore the concept of lines ofsymmetry in two-dimensionalshapes)

� begin to share information usinggraphic organizers (e.g., Venndiagram to compare characteristicsof urban and rural communities)

� with assistance, begin to share ideasand information using tool software(e.g., AppleWorks Slideshow toexplain how pioneers used naturalresources)

� begin to communicate electronicallywith people inside and outside theclassroom (e.g., communicate withe-pals on TEL)

� accomplish curriculum-based tasks byusing tool software (e.g., create areport explaining how different featuresof plants help them survive)

� edit text and images within a document(e.g., use spell-check, format headings,place and modify images to enhancepresentation of information)

� begin to use and apply data-management software (e.g., usespreadsheets to construct bar graphsand pictographs)

� navigate within a document, CD-ROM,or software program that contains links;

� begin to send ideas and informationusing e-mail

� begin to develop keyboarding skills(e.g., begin to use and apply skilllessons from All the Right Type,Almena Method)

� copy and move files from a designatedfolder to disk


33



GR

AD

E 4

� follow acceptable-usepolicies (e.g., TDSB Code ofOn-line Conduct)

� demonstrate anunderstanding of intellectualproperty (e.g., cite web sitesand other sources ofimages, video, andgraphics)

� demonstrate correctergonomics (e.g., posture,time on computer, proximityto screen, adequate lighting)

� develop an awareness ofsafe behaviour while usingICT (e.g., respectconfidentiality of passwordsand personal information)

� demonstrate an awarenessof the advantages andchallenges of using ICT

� formulate questions to guide research(e.g., develop questions to explorehow humans affect natural habitats)

� develop use of search terms (e.g.,search the library catalogue byauthor, title, keyword)

� browse on-line resources by subject(e.g., use the subject categories of anon-line encyclopedia to locateinformation about the habitats ofplants)

� explore, locate, and retrieveinformation from on-line resources(e.g., keep jot notes on a teacher-provided organizer while searching anelectronic encyclopedia to explore theroles of people in medieval society)

� investigate various media formats andhow they are organized (e.g., analyzethe features of text in a web site, anon-line newspaper, and an on-lineencyclopedia)

� use prepared databases andspreadsheets to enter and organizedata (e.g., collect information aboutthe foods friends prefer and compareto Canada’s Food Guide)

� review information to determine ifneeds are met (e.g., ask “Have Ianswered all my inquiry questions?”)

� synthesize and share informationusing graphic organizers (e.g.,storyboard a writing plan inAppleWorks)

� share ideas and information usingtool software (e.g., create aHyperStudio stack describing thenatural resources and physicalregions of a Canadian province)

� communicate and collaborateelectronically with people insideand outside the classroom (e.g., TELexchange projects, ClassConference on TEL)

� begin to identify the advantages anddisadvantages of using ICT forspecific tasks (e.g., publishing anarrative)

� accomplish curriculum-based tasks byusing tool software (e.g., publish aprocedure that includes sound, text,and images)

� use and apply data-managementsoftware (e.g., use spreadsheets and/ordatabases to classify observed rocksand minerals by colour, texture, andshape)

� independently access and navigatewithin a document, CD-ROM, orsoftware program that contains links

� access e-mail and personal electronicstorage space using individual networkID

� with assistance, use Internet searchengines and other on-line searchresources

� with assistance, integrate the use ofperipherals into projects andpresentations (e.g., scanner, digitalcamera)

� continue to develop keyboarding skills


34



GR

AD

E 5

� exhibit legal and ethicalbehaviours when usinginformation and ICT (e.g.,observe copyright laws,reference sources)

� identify equity implicationsof ICT (e.g., biases andomissions in visuals ofsoftware programs)

� understand theconsequences of misuse(e.g., using inappropriatesites, plagiarizing a report)

� demonstrate awareness ofcurrent changes in ICT andthe effect those changeshave on the workplace

� follow an inquiry and research planbased on the four stages (prepare forresearch, access resources, processinformation, transfer learning)

� formulate new questions as researchprogresses (e.g., use word processingsoftware to record reflections and newquestions arising from searches)

� select and use appropriate search toolsto gather and manage informationfrom a variety of electronic referencematerials (e.g., select government sitesto investigate the function of thefederal government)

� identify and distinguish points of viewexpressed in electronic sources on aparticular topic (e.g., explore differentperiodical databases to discovervaried viewpoints on anenvironmental issue)

� analyze electronic sources foraccuracy or relevance to the purpose(e.g., critique web sites for copyrightdate and reliability, skim sites forusefulness)

� create and use simple organizers andoutlines (e.g., to collect and organizeinformation, to sort facts, to findsimilarities, to evaluate and classifydata)

� review and analyze information todetermine if needs are met

� synthesize and present informationusing graphic organizers andspreadsheets (e.g., use aspreadsheet or table to comparecharacteristics of earlycivilizations)

� present and share ideas andinformation using tool software(e.g., create a HyperStudio stack orweb page describing the structureand function of the digestive system)

� independently communicate andcollaborate electronically withpeople inside and outside theclassroom (e.g., consult an expert,use Silver Birch Banter Conferenceon TEL)

� be sensitive to the characteristics ofthe audience when presentinginformation (e.g., consider thelength of presentation if intendedaudience is younger students in theschool)

� evaluate the advantages anddisadvantages of different kinds ofprint and electronic presentations(e.g., compare graphing using aspreadsheet vs. graphing on paper)

� accomplish curriculum-based tasks byusing tool software (e.g., create anautobiography that includes sound,text, and images)

� solve problems that involve numericaloperations by using tools such ascalculators and spreadsheets (e.g., use aspreadsheet to explore patterns innumber operations)

� with assistance, create documents thatcontain some links and a simplenavigation system (e.g., create aHyperStudio stack or web pagedescribing the structure of Canada’sfederal government)

� begin to use e-mail to submit assignedwork

� use Internet search engines and otheron-line search resources

� integrate the use of peripherals intoprojects and presentations (e.g.,scanner, digital camera)

� develop competent keyboarding skills


35



GR

AD

E 6

� demonstrate ethical andlegal use of information(e.g., using properdocumentation of allsources of information)

� demonstrate understandingof equity implications ofICT (e.g., using inclusivelanguage, images andcontent)

� explain the rationale of theacceptable use policy andCode of On-line conduct

� describe the concept andimportance of ethical usesof ICT (e.g., following on-line protocols)

� design and follow a plan to be usedduring an inquiry process, and makerevisions to the plan as necessary*(e.g., follow the four-stage researchprocess, and consider timelines,assessment criteria, presentationexpectations)

� use boolean searching strategies (e.g.,use “Canada AND natural resources”to narrow a search; but use “fishingOR lobsters” to broaden a search)

� select and use a variety of electronicresources to build a knowledge base(e.g., on-line encyclopedias,databases, and Internet sites)

� synthesize information by developinggeneralizations, making decisions, anddrawing conclusions to createsomething new (e.g., follow theinquiry-based process and scaffoldingof a web quest to complete a task)

� compare formats of print, electronic,and multimedia reference materials tofacilitate the selection of resourcesand information (e.g., consider theadvantages and disadvantages ofeach)

� create visual organizers to sequence,classify, and analyze information

� reflect on and describe the processesinvolved in completing a project

� synthesize and present informationusing graphic organizers anddatabases (e.g., create a database ofproducts imported and exported byCanada and its trading partners)

� begin to create multimediapresentations that include soundsand images from a variety ofsources (e.g., visual images, clip art,sound clips, and animated images)*

� collaborate with people within andbeyond the classroom using e-mail,TEL conferences, and the Internet(e.g., Writers in ElectronicResidence)

� determine an appropriate method tocommunicate and presentinformation based on the intendedaudience (e.g., spreadsheet vs.database, SlideShow vs. poster etc.)

� accomplish curriculum-based tasks byusing tool software (e.g., complete aproject describing the physicalcharacteristics of the solar system thatincludes sound, text, images, andanimation)

� solve problems requiring the sorting,organizing, and classifying of data(e.g., use the “find” and “sort”features of a database to reachconclusions about a particular dataset)

� create documents that contain links andnavigation systems (e.g., create aHyperStudio stack or web pageprofiling early explorers)

� use e-mail to receive and submitassigned work via a class conference onTEL (including uploading anddownloading files)

� efficiently use Internet search enginesand other on-line search resources

� demonstrate keyboarding skillsrequired to complete assigned tasks


36



GR

AD

E 7

� analyze features of ourinformation-based society

� analyze features andexamples of ethical andunethical uses ofinformation and ICT (e.g.,recognize and challengeweb sites that promotediscriminatory ideas)

� explain the principles andpractice of confidentialityand privacy incommunicating information(e.g., forwarding e-mailonly with the consent of thesender)

� identify how ICT ischanging how tasks areperformed

� develop a plan for a research projectand formulate questions to guide theinquiry

� select appropriate search engines,subject directories, and URLs to meetinformation needs (e.g., identifyresources that can support someoneexperiencing harassment)

� use references, cross references, andhyperlinks to expand approaches to atopic

� examine the authority, validity, andreliability of print and on-lineresources (e.g., use a teacher-prepared tool to analyze web sites ondrug addiction before conductingresearch)

� develop appropriate organizers forcollecting information for specificresearch tasks (e.g., use organizationtools such as timelines, knowledgetrees, legends, and indexes to recordand organize information)

� analyze how data was collected anddiscuss the reasonableness of results

� synthesize and present informationusing a combination of graphicorganizers and data-managementsoftware (e.g., tables, graphs,spreadsheets, and databases)

� prepare multimedia presentationsfor a variety of purposes andaudiences (e.g., a slideshow, movie,or web page describing daily life inNew France)

� collaborate with peers, teachers, andothers to exchange information,using a variety of ICTcommunication tools (e.g., TELConferences, class web pages)

� consider the relative strengths ofprint, electronic, and blended modesof presentation in order to determinethe most appropriate method(s) ofconveying information to anintended audience

� accomplish curriculum-based tasks byusing tool software (e.g., a multimediaproject that includes sound, text,images, video, and animation)

� apply the analysis tools found indatabase and spreadsheet applicationsto solve problems and generate reports

� create and modify documents thatcontain links and non-linear navigationsystems (e.g., create a web page orHyperStudio stack about interactionswithin ecosystems)

� use e-mail to receive, edit, and submitassigned work via a class conference onTEL (including downloading,modifying, and uploading files)

� select Internet search engines and otheron-line search resources based on anassigned task and purpose

� begin to employ content-specificsoftware and simulations to explore andanalyze data and information to supportlearning and research (e.g., create andanalyze designs that includetransformed images using TheGeometer’s Sketchpad)


37



GR

AD

E 8

� indicate current changes ininformation technologiesand the effect these changeshave on the workplace andsociety

� demonstrate a responsibleand ethical attitude to theuse of ICT by usingelectronic networks in anethical manner

� recognize the implicationsof copyright infringement

� demonstrate anunderstanding of ethicalpractice when using e-mailand on-line discussionconferences

� describe information anxietyand overload incontemporary society

� plan and conduct a search, using awide variety of electronic sources(e.g., use on-line encyclopedias,periodical databases, validatedInternet sites to explore the tools,materials, and design principles usedby selected artists)

� recognize elements of potentiallysuccessful research questions

� use advanced search techniques tolimit the number of search results to aquery (e.g., + or —, Boolean, etc.)

� develop a process to manage volumesof information that can be madeavailable through electronic sources(e.g., bookmark selected sites orcreate a personal hotlist)

� research the accuracy, relevance,appropriateness, comprehensiveness,and bias of electronic informationsources (e.g., use a prepared templateto evaluate sites before using)

� synthesize findings and formulateconclusions using tool software (e.g.,create a visual organizer to comparethe automatic functions of the humaneye with the functions in an automaticcamera)

� make inferences and convincingarguments based on data analysis

� self-evaluate and set goals forimprovement (e.g., create andmaintain a learning log)

� interpret, synthesize, and presentinformation using a combination ofgraphic organizers and data-management software (e.g., reports,flow charts, graphs, templates,spreadsheets, and databases)

� design and present multimediaprojects (e.g., web pages,newsletters, slideshows, movies)

� collaborate with peers, teachers, andothers using a variety of ICTcommunication tools to contributeto projects for local and globalaudiences (e.g., participate inCanada SchoolNet Grassrootsprojects)

� evaluate presentation methods andmodify for particular needs in orderto effectively convey information toan intended audience

� accomplish curriculum-based tasks byusing tool software (e.g., a multimediapresentation that includes sound, text,images, video, and animation)

� apply the analysis and synthesis toolsfound in database and spreadsheetapplications in order to solve morecomplex problems and generate reports

� create, modify, and evaluate documentsthat contain links and non-linearnavigation systems (e.g., create a webpage or HyperStudio stack about theCharlottetown Conference)

� use e-mail to receive, edit, and submitassigned work via a class conference onTEL (including downloading,modifying, compressing,decompressing, and uploading files)

� evaluate and select Internet searchengines, directories, and sites based onspecific criteria (e.g., intendedaudience, purpose for research,evidence of bias)

� employ content-specific software andsimulations to explore and analyze dataand information to support learning andresearch (e.g., investigate thePythagorean relationship using TheGeometer’s Sketchpad)


38



GR

AD

E 9

� identify the impact of ICTon the world and probablefuture directions intechnological development(e.g., Canadian and worldcultures, education, health,business)

� demonstrate legal andethical behaviours whenusing ICT (e.g., properlyciting and referencing allsources of information)

� appreciate the principles ofintellectual property andcopyright law (e.g.,investigate copyright forprint, music, images, andmultimedia)

� identify issues regardingstorage, privacy, andsecurity of information (e.g.,investigate the implicationsof the collection of privateinformation by governmentagencies, such as StatisticsCanada)

� discuss ways of controllinginformation (e.g., filteringand censorship)

� develop a research plan (e.g., identifytask requirements and establishtimelines)

� articulate and use the four stages ofthe research process to meetinformation needs when usingelectronic and print resources

� access, assemble, and organize diverseviewpoints from electronic sources inorder to assess their validity forspecific topics (e.g., create charts andtables to compare and contrastinformation)

� evaluate the authority, reliability andrelevance of electronic sources andinformation (e.g., develop criteria toassess web sites)

� use advanced database strategies torecord, sort, and organize information(e.g., discriminate between attributeand location data in a G.I.S.—CGC 1D)

� use tool software to synthesizefindings and formulate conclusions(e.g., create a visual organizer toregroup and organize data to makeconnections)

� reflect on the research process (e.g.,create and maintain a learning log)

� interpret, synthesize, present, andreview information using acombination of graphic organizersand data-management software(e.g., compare the benefits anddisadvantages of Canada’s energymega projects—CGC1P)

� continue to design and presentmultimedia projects (e.g., create asimple composition using theelements of melody, rhythm, andform, and a variety of media—AMU1O)

� collaborate with peers, teachers, andothers using a variety of ICTcommunication tools to developprojects for local and globalaudiences

� evaluate presentation methods andmodify them for particular needs toeffectively convey information to anintended audience

� accomplish curriculum-based tasks byusing integrated tool softwareeffectively and efficiently (e.g.,produce artworks using traditional andnew technologies: video, computer,scanner, photocopier, digital camera—AVI1O)

� create databases and spreadsheets toorganize and analyze information in avariety of ways

� create, modify, and evaluate web pagesthat contain multiple links and non-linear navigation systems (e.g., planand write a sample web page on how touse a provincial park campsiteresponsibly and another on thepleasures of camping—ENG1D)

� test solutions to problems by usingintegrated software, such as computer-assisted design or simulation/modellingsoftware (e.g., use a variety ofcomputer software applications forresearch, to solve problems, and todocument the design process—TTI1O)

� solve a problem by articulating a planof action and identifying appropriatematerials and tools (e.g., use Fathom tocreate the graphs of a variety of linearand non-linear relations from theirequations and classify the relationsaccording to the shapes of their graphs—MPM1D)


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GR

AD

E 1

0

� analyze the impact of ICTon society and on probablefuture directions intechnological development(e.g., medicine, geneticengineering, artificialintelligence)

� demonstrate legal andethical behaviours whenusing ICT and appreciatethe consequences of illegaland unethical behaviours(e.g., copyright andplagiarism)

� identify and use methods ofdetermining the ownershipof intellectual property (e.g.,sourcing the ownership of amusic clip)

� identify implications ofcontrolling information(e.g., censorship, filtering)

� discuss the legalconsequences of interferingwith on-line communication(e.g., hacking andharassment)

� critique own questions as essential andnon-essential

� use various on-line libraries forinformation needs and describe theirfeatures

� analyze and evaluate primary sourcesof information (e.g., interpretstatistical information in variedmedia, such as on-line handbooks,almanacs, and reports)

� analyze electronic resources forvalidity (e.g., identify perspective,bias, inclusiveness, stereotyping,intent, and credibility for a specificresearch task)

� use flow chart, webbing, and databasesoftware to synthesize findings andformulate conclusions (e.g., producean analysis of how and why recentinnovations in telecommunications arechanging life today—CHC2D)

� self-evaluate the application of thefour-stage research process (e.g., useelectronic journal to track productand process of research)

� interpret, synthesize, present, andreview information using acombination of graphic organizersand data-management software(e.g., demonstrate the ability toorganize selected careerinformation effectively, using word-processing, database, spreadsheet,and information managementsoftware—GLC2O)

� design, present, and reviewmultimedia projects (e.g., usecomputer technology and softwareto digitize movement-related effects—ATC2O)

� collaborate with peers, teachers, andothers, using a wide variety of ICTcommunication tools, to developand review projects for local andglobal audiences (e.g., create apersonal anthology of poetry inprint and as a web page with linksto related sites—ENG2D)

� evaluate presentation and transitionmethods and modify them forparticular needs to effectively andefficiently convey information to anintended audience

� accomplish curriculum-based tasks byusing integrated tool softwareeffectively and efficiently (e.g., acquireinformation from a variety of materialsincluding CD-ROMs, computersoftware—FSF2P)

� create advanced databases andspreadsheets to output information in avariety of ways (e.g., analyze apopulation case study by producingpopulation growth curves for each ofthe populations in the study, and usethe graphs to explain how differentfactors affect population size and topredict the effect of varying factors—SNC2D)

� create, modify, and evaluate web pagesthat contain multiple links and complexnon-linear navigation systems

� test and evaluate a problem by creatinga simulation or a model (e.g., use arelational database to make basictemporal queries on election patterns—CHC2D)

� evaluate choices and the progress inproblem solving, then redefine the planof action as appropriate *


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GR

AD

E 1

1

� describe the societal impactof ICT on communications(e.g., e-mail, videoconferencing)

� understand and practiseprotocol and responsibilitiesfor the use of informationfrom electronic resources(e.g., using e-mail and on-line discussion groups)

� understand theconsequences ofinterference with personalprivacy and security (e.g.,cookies, selling e-mail lists)

� discuss the societal andfinancial consequences ofcomputer attacks (e.g.,viruses, worms)

� identify and describeeconomic andenvironmental issuesassociated with theproduction and disposal ofICT hardware

� make informed choicesamong ICT systems,resources, and services

� form questions into a thesis statementand reflect on the continuingappropriateness of the thesis statement(e.g., research and report on theeconomic, environmental, and culturalimpact of travel and tourismassociated with international sportingevents—CGG3O)

� consult a wide variety of sources thatreflect varied viewpoints on particulartopics (e.g., collect data from a rangeof print and electronic media,interviews, government andcommunity agencies—CPC3O)

� demonstrate discriminatory selectionof relevant information (e.g., analyzesources for bias, and compare themwith other sources)

� investigate and solve problems oforganization and manipulation ofinformation during an inquiry (e.g.,create and use complex graphicorganizers)

� use/create a web page to organizelinks to other sources of information

� re-examine the currency of researchand modify product in light of newfindings

� use and evaluate differentcombinations of graphic organizersand data-management software(e.g., present ideas, understandings,and arguments effectively in avariety of contexts using graphicorganizers and displays—CPC3O)

� continue to design, present, andreview multimedia projects (e.g.,create a slideshow presentation onthe hyperbola which integratessketches and animations from TheGeometer’s Sketchpad—MCR3U)

� manage collaboration among peers,teachers, and others, using a widevariety of ICT communication tools,to develop and review projects forlocal and global audiences (e.g.,identify how Aboriginal peoplespromote their beliefs and valuesthrough technology such as, CD-ROMs, web sites, Kids from KanataProject, Aboriginal television andradio stations—NBV3C)

� design and adapt presentation andtransition methods for a variety ofaudiences and purposes

� accomplish curriculum-based tasks byusing integrated tool softwareeffectively and efficiently (e.g., usecomputer software to prepare andpresent publicity and marketingdocuments—TFH3E)

� create advanced relational databasesand spreadsheets to output informationin a variety of ways

� create, modify, and evaluate web pagesto organize links and reference othersources of information (e.g., create weblinks to illustrate the role of law inprotecting the rights of certain groupsor individuals including women,children, Aboriginal peoples,minorities, and victims of crimes—CLU3E)

� begin to understand the function ofvirtual modelling in problem-solvingand project development (e.g., create aflow model for G.I.S.—CGT3E)

� use ICT tools to document problemsolving processes and projectdevelopment from conception tocompletion (e.g., develop and maintaina project plan that covers all aspects ofthe development process for acomputer program—ICS3M)


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GR

AD

E 1

2

� analyze advantages anddisadvantages of widespreaduse and reliance on ICT inthe workplace and society,and identify consequencesto make informed civic,social, and economicdecisions

� identify capabilities andlimitations of contemporaryand emerging ICT resourcesand assess the potential ofthese systems to addresspersonal, lifelong-learning,and workplace needs

� apply ethical and legalstandards in planning, using,and evaluating ICT andintellectual property (e.g.,demonstrate responsible useof resources, processes, andsystems of technology)

� demonstrate and advocatefor legal and ethicalbehaviour among peers,family, and communityregarding the use of ICTand information

� evaluate ICT-based options,including distance anddistributed education forlifelong learning (e.g.,investigating advantagesand disadvantages ofdistance learning andvirtual libraries)

� create and follow an independentresearch plan (e.g., use time or projectmanagement software to assist inconducting an inquiry)

� plan and perform complex searchesusing a variety of search strategies

� select and apply appropriate ICT toolsfor research, information analysis,problem solving, and decision makingin content areas (e.g., analyze andassess the newspaper, television,radio, and Internet coverage of aconflict or uprising—ENG4U)

� identify and analyze the appropriateICT resources for research andproblem solving (e.g., evaluate printand electronic sources about food andnutrition for bias, accuracy, validity,authority, and relevance—HFA4M)

� investigate and solve problems ofprediction, calculation, and inferenceduring an inquiry (e.g., manipulatedata by using charting and graphingtechnologies in order to testinferences and probabilities)

� analyze and synthesize information todetermine patterns and links amongideas

� recognize and integrate personallearning styles in research andproblem solving

� routinely use and evaluate differentcombinations of graphic organizersand data-management software(e.g., effectively use currentinformation technology to compilequantitative data and presentstatistical analysis of data—HHS4M)

� continue to design, present, andreview multimedia projects (e.g.,produce a digital portfolio ofartworks using analog and digitalencoding procedures; CD-ROM,interactive multimedia work,Internet site—ASM4O)

� manage and evaluate sustainedcollaboration among peers, teachers,and others, using a wide variety ofICT communication tools, todevelop and review projects forlocal and global audiences

� design, adapt, and reviewpresentation and transition methodsfor a variety of audiences andpurposes

� accomplish curriculum-based tasks byusing integrated tool softwareeffectively and efficiently (e.g., createelectronically, a multimedia interviewpresentation—BTX4E)

� create advanced relational databasesand spreadsheets, linked to othersoftware programs, to outputinformation in a variety of ways

� create, modify, post, and evaluate websites featuring multiple link pages onthe World Wide Web or on a localnetwork

� understand the function of virtualmodelling in problem solving andproject development (e.g., investigatethe structures of biological moleculesand functional groups using computer-generated, three-dimensional imagesand/or by building molecular models ofsimple carbohydrates, amino acids,simple polypeptides—SBI4U)

� make informed choices among ICTsystems, resources, and services (e.g.,appropriate use of raster and/or vectordata within a specific G.I.S. platform—CGO4M)


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GLOSSARY

Boolean – a mathematical system developed by the English mathematician and computer pioneerGeorge Boole. A Boolean search consists of operators such as “and,” “not,” or “or,” and iscommonly used in programming and in Internet search engines.

browser – software that allows users to find and see information on the Internet. The mostcommon browsers are Netscape and Internet Explorer.

clip art – artwork, available through computer software, that can be copied and used in personalwork.

collaborative learning on-line – technologies that link together people in several locations sothat they can interact with one another.

cookie –a small file that a Web server automatically sends to a user’s computer when browsingcertain web sites.

data-management software – applications that enable users to organize and analyze a series ofdata for a specific purpose. Examples of this type of software are (but are not limited to)Filemaker Pro, AppleWorks Spreadsheet, or Excel.

distance learning – any type of educational situation in which the instructor and learners areseparated by time or location, or both.

e-learning – learning in which content is delivered via electronic media, the Internet, broadcast,audiovisual tapes, or CD-ROM. The terms on-line learning and e-learning are often usedinterchangeably.

e-mail (electronic mail) – sending messages from one computer user to another.

graphics – refers to photographs, illustrations, charts, icons, buttons, and other graphic designelements.

hacking – the process of illegally breaking into other computer systems to damage and/or stealinformation.

home page – a document with an address (URL) on the World Wide Web, maintained by aperson or organization.

hypertext – text within a document that has been marked up and highlighted to allow a user toselect words or pictures within the document, click on them, and connect to further information.

ICT (Information and Communication Technologies) – the study of developing and usingtechnology to process information and aid communication.

Internet – an international network of networks, primarily used to connect education andresearch networks, begun by the United States government.


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intranet – a World Wide Web-like network that is available only to people working internally inan organization.

Log in (or logon) – the process users must complete to gain access to a computer, network,bulletin board or other service that requires authorization.

multimedia – the use of multiple forms of communication, such as text, audio, and/or video.

on-line learning – the delivery of education and training through networks such as the Internet orintranets. Learners are able to learn at any time and any place. The terms on-line learning and e-learning are often used interchangeably.

p.d.f. (Portable Document Format) – a document format that allows scalable graphics and typeto be displayed and printed from any computer and from any platform (Macintosh, Windows,Unix)–regardless of the fonts or software programs used to create the original document.

peripherals – devices connected to, or part of, a computer. Peripherals include monitors, printers,scanners, mice, external hard drives, floppy drives, CD-ROM drives, speakers, keyboards, andstylus pens.

query – a question or request to find a particular file, web site, record, or set of records in asearch engine or database.

search engine – a web site that acts as a card catalogue for the Internet. Search engines attempt toindex and locate desired information by searching for keywords specified by the user.

streaming – playing audio or video in real time as it is downloaded from the Internet, as opposedto it first being stored in a file.

TEL (Toronto Education Link) – an on-line communication system used by students,educators, and employees of the Toronto District School Board. It is used for sending e-mail,collaborating and conferencing.

tool software – this is a general term for an application that is capable of performing multipletasks. Kid Pix and AppleWorks are examples of tool software.

URL (Uniform Resource Locator) – the address of a home page on the World Wide Web (e.g.http://www.webpage.com).

web quest – an on-line learning exercise that directs users to specified web sites, in order to findinformation and complete a task.

World Wide Web – a graphical, hypertext-based Internet tool that provides access to homepages created by individuals, businesses, and other organizations.

worm (Write Once Read Many) – a destructive software program containing code capable ofgaining access to computers or networks and once within the computer or network causing thatcomputer or network harm by deleting, modifying, distributing, or otherwise manipulating thedata.


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AcknowledgementsOur appreciation to the following groups for permission to use and adapt their work:

� Standards identified with an asterix (*) have been used with permission from AlbertaLearning’s Information and Communication Technology (K–12) Program of Studies.

� Some standards have been adapted (for educational purposes) with permission from NationalEducational Technology Standards for Students: Connecting Curriculum and Technology,published by International Society for Technology in Education (ISTE) NETS Project.

� General standards identified with (∆) have been used with the permission of the OntarioLibrary Association. Many of the specific skills in the Social and Ethical Issues and theResearch and Inquiry strands have been adapted from Information Studies: Kindergarten toGrade 12, with the permission of the Ontario Library Association. The full document isavailable on-line at <http://www.ola.amlibs.ca>.

Reference List

Alberta Ministry of Education. Information and Communication Technology (K-12) Program ofStudies. Alberta: Alberta Learning, 2001. <http://www.learning.gov.ab.ca/ict/pofs.pdf>.

International Society for Technology in Education. National Educational Technology Standardsfor Students: Connecting Curriculum and Technology, 2000.

Ontario Ministry of Education and Training. Program Planning and Assessment: The OntarioCurriculum, Grades 9 to 12. Toronto: Queen’s Printer, 2000.

Ontario School Library Association. Information Studies: Kindergarten to Grade 12. Toronto:Ontario Library Association, 1999. <http://www.ola.amlibs.ca>.

ICT Standards Development and Writing TeamValerie Hewlitt (Co-Chair)Jim Strachan (Co-Chair)Neil AndersonRose DodgsonRoss EdmundsDwight KlassenCarol KoechlinMark LowryKevin MaguireCathy Phillips (Central Co-ordinating Principal)Rob PolicicchioEsther Rosenfeld

In May and June 2002, a series of focus groups were held across the TDSB. The input and ideasof the teachers, instructional leaders, and administrators who attended these meetings played acentral role in the development of the standards contained within this document.

standards for information and communication …schools.tdsb.on.ca/asit/standards/ictstand.pdf ·...

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