THE INTEGRATION OF INFORMATION AND

COMMUNICATIONTECHNOLOGY Within the Curriculum

2005

Education

THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM

© Crown Copyright, Province of Nova Scotia 2005

Prepared by the Department of Education, Learning Resources and Technology.

Contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purposes and full acknowledgement is given to the Nova Scotia Department of Education.

ACKNOWLEDGEMENTS

The Department of Education acknowledges with thanks the contribution of Nova Scotia School Board Technology Integration Staff and Nova Scotia teachers in the revision of this document.

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TABLE OF CONTENTSPurpose ..........................................................................................................................................4

Vision for the Integration of Information and Communication Technology Within the Curriculum ..................................................................................................................4

Rationale ........................................................................................................................................5

Meeting the Needs of All Learners ..................................................................................................6

Assessment .....................................................................................................................................7

Context of Students’ Information and Communication Technology Use ........................................7

Learning Outcomes Framework .....................................................................................................9

Essential Graduation Learnings ......................................................................................................9

Key-Stage Outcomes for the Integration of Information and Communication Technology Within the Curriculum ...............................................................................................13

Framework Strands for the Integration of Information and Communication Technology Learning Outcomes .......................................................................................................................13

Information and Communication Technology Integration Learning Outcomes Organized by Key-Stage

End of Grade 3 .........................................................................................................................16

End of Grade 6 .........................................................................................................................18

End of Grade 9 ..........................................................................................................................20

End of Grade 12 ........................................................................................................................22

Information and Communication Technology Integration Learning Outcomes Organized by Strand .....................................................................................................24

Basic Operations and Concepts: Grades Primary to 12 ..............................................................24

Social, Ethical, and Human Issues: Grades Primary to 12 ...........................................................26

Productivity: Grades Primary to 12 ............................................................................................28

Communication: Grades Primary to 12 ......................................................................................30

Research, Problem Solving, and Decision Making: Grades Primary to 12 ...................................33

ICT Integration Website Implementation Support .........................................................................34

THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM NOVA SCOTIA DEPARTMENT OF EDUCATION4

PURPOSE This document provides the foundation for the integration of information and communication technology within public school programs of Nova Scotia, and replaces the 1999 document Vision for the Integration of Information Technologies within the Nova Scotia Public School System.

VISION FOR THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUMInformation and Communication Technology (ICT) refers to the tools used to create, store, retrieve, and disseminate information (using a variety of media, among them computer-based media); data and information systems; networks; interactive telecommunications systems; curriculum software; and some forms of assistive technology. ICT also includes calculators, audio and video recordings and broadcasts; still images; and projections.

By its very nature, technology changes how people perceive a task or problem and how they deal with it. In general, technology also contributes to environmental, cultural, social, and economic change. Information and communication technology is simply one of the most pervasive and enabling technologies of many that have emerged.

The Nova Scotia Department of Education supports the deployment of ICT in classrooms and for school administration to sustain and improve learning. ICT best improves learning when it is accessible, flexible, responsive, participatory, and integrated thoroughly into all public school programs.

This vision enables students to achieve essential graduation learnings and curriculum outcomes through the selection and integration of appropriate information and communication technology within public school programs. To realize this vision, all students and teachers must have ongoing access to appropriate ICT within the classroom and school library or media centre. Students and school staff must use networked resources ethically, balancing access with student privacy and safety. The Department of Education’s Public School Program Network Access and Use Policy will help schools to establish guidelines for student computer use. It is available in English and French at the Document Depot of the Nova Scotia Department of Education’s website, http://ednet.ns.ca.

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RATIONALELearning sustains Nova Scotians as we develop culturally and economically. Our ability to understand and exploit ICT directly affects the quality of our lives and culture. Through the influence of ICT, Nova Scotian learners have the opportunity to access, use, and augment human knowledge more quickly and comprehensively than ever before. As citizens of the global community, we can interact with new peers and subject experts worldwide.

Information and communication technology is evolving at an exponential rate. Through ICT, students have access to a wealth of data to support their learning. In so far as access to and use of ICT is equitable, and while our pedagogical focus is the construction of meaning, educators are poised, as never before, to support students in learning experiences that shape and sustain their lives in meaningful ways.

ICT USED FOR EDUCATIONAL PURPOSES IN NOVA SCOTIA SHOULD BE SELECTED ON THE BASIS OF

• beliefs about learning generally held by the Nova Scotian educational community

• current learning theory

• the affordability and sustainability of the technology

• its educational value in relation to its cost

• equity of learner access

• acceptance of the technology in various learning contexts

Specialized courses such as Computer Programming 12, Communications Technology 11 and 12, Film and Video Production 12, and Multimedia 12 encourage students to explore more specific technology-dependent learning outcomes. These are described elsewhere, in the relevant curriculum guides. The ICT outcomes that follow in this document integrate ICT with curriculum in the daily delivery of Public School Programs.

Students have many ways of learning, understanding, and creating meaning. Learning activities and resources that engage these multiple ways of understanding allow more students to go beyond retaining and reproducing specific facts to develop their learning more fully.

For some students, ICT provides access to previously inaccessible curriculum. ICT also affords all learners sophisticated, cross-curricular learning opportunities when supported by changes in pedagogy and access to rich information. ICT offers a unique opportunity to adapt curriculum delivery to students’ learning strengths and preferences; to meet the needs of students with diverse cultural backgrounds; and to support the development of all students through unprecedented access to the diversity of human experience.

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WHEN USED PROPERLY, ICT • facilitates students’ communication, problem solving, decision making, and expression

• helps students to manipulate information so as to discover patterns and relationships and to con-struct meaning

• helps students formulate, in the pursuit of knowledge, both conclusions and complex questions for further research

• provides students with more immediate and broader access to a wider range of learning resources in support of the curriculum than can be offered by more conventional means

• provides students with special needs improved access to the learning environment

• develops in students multiple literacies for both the deconstruction and construction of a broad range of traditional print and new media texts

• allows more students to engage in research and to represent their learning in authentic ways

MEETING THE NEEDS OF ALL LEARNERSInformation and communication technology should be integrated within inclusive classrooms, where a wide variety of learning experiences ensures that all learners have equitable opportunities to reach their potential.

In designing ICT-integrated learning experiences for all students, teachers must consider their learning needs, preferences, and strengths, as well as their experiences, interests, and the values they bring to the classroom. Teachers promote social, cultural, racial, and gender equity when they encourage students to critically examine the texts, contexts, and environments they encounter in the classroom, in the community, and in the media. The integration of ICT within the learning program has the potential to increase such opportunities exponentially.

The integration of ICT in Nova Scotian classrooms should reflect the Department’s policies concerning special education and inclusion, as specified in its publications, Effective Special Education Programming and Services: Response to the Report of the Special Education Implementation Review Committee; Moving to Inclusion; Racial Equity Policy; Challenge for Excellence: Enrichment and Gifted Education Resource Guide and Special Education Policy Manual. These titles are available for downloading at the Document Depot of the Department of Education website, http://ednet.ns.ca.

ASSESSMENT A range of learning experiences, teaching and learning strategies, incentives, resources, and environments expand opportunities for all learners to experience success as they work toward achieving designated outcomes. Similarly, a variety of assessment practices provides multiple ways for students to demonstrate their achievements. Meaningful assessment practices value students’ learning processes as well as their products. Effective assessments generate, for both teachers and students, data about

NOVA SCOTIA DEPARTMENT OF EDUCATION THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM 7

student learning that guides teachers’ instructional decisions and sets clear and supportive directions and purposes for students’ learning. To the extent that ICT meets those goals in context, it should be used to reflect students’ understanding and performance in relation to expected learning outcomes.

CONTEXT OF STUDENTS’ INFORMATION AND COMMUNICATION TECHNOLOGY USELifelong learning and employment in the information economy demand fluency and critical engagement with new media texts, capable data management, and decisions informed by data modelling and knowledge management.

Appropriate integration of ICT allows students to access and analyse effectively a wider range and a greater quantity of information in more media than ever before. ICT encourages students to reflect on their perceptions of time and space. They interact with one another and with the world beyond their schools in new ways that improve learning and sustain their achievement.

As ICT becomes further integrated into the curriculum, the talents and interests of students and teachers will be nurtured not only by those with whom they are in direct daily contact, but also by a broader community of fellow learners world-wide. This transformation has already begun in classrooms that effectively harness ICT for learning.

Because the best electronic communication systems are designed to be locally adaptable, individuals and communities using them participate as content providers and cultural arbiters. Through such systems, Nova Scotian teachers, students, and the community at large, can support one another’s growth and learning. For this reason, our pedagogy must consistently encourage students to develop and present what they have learned, ideally through the Department of Education’s wide area network, EDnet, which acts as a learning forum and gateway.

Through the wise use of ICT, students can more readily include the viewpoints of peers and experts beyond the school as they frame problems, investigate solutions, and make decisions. Such collaborations are beyond the typical capacity of an individual teacher in a school without ready access to ICT. Where electronic environments clearly demonstrate such advantages, they are clearly valuable.

However, mere ICT manipulation is not enough. Our pedagogy must shape and direct ICT use so that students achieve curriculum outcomes in a context of personal and social well-being. As teachers integrating current and emerging technology within education, we have an ethical responsibility to see that every application of technology develops and maintains, among learners, mutual respect and responsibility. While we develop intelligences and technical competency, we must also be concerned to nurture students’ sense of self-esteem and community. As educators, we must encourage students to evaluate information and communication technology ethically and to commit themselves to the ethical use of ICT.

THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM NOVA SCOTIA DEPARTMENT OF EDUCATION8

First, direct experience of the real world should take precedence over an ICT application whenever possible. While virtual experiences are often powerful and captivating, they are only mediated, indirect experiences. Teachers must assist students to examine their meaning critically and connect them cogently with real life. All learning experiences, virtual and otherwise, should help students to understand themselves, their communities, and the world.

Similarly, while information and communication technology is a tool for change, it should not become simply a tool for doing the same old thing differently. ICT should increase the volume, flexibility, and depth of both collaborations among students, teachers, and their peers, and interactions with outside resources and expertise. ICT communication tools should offer a rich palette of visual, linguistic, and other means by which students can investigate ideas and represent their understandings. To the extent that ICT achieves these goals, the balance of power within schools will change fundamentally, so that individual learners assume more responsibility for and greater control of their learning.

If students are to understand, in a sheer glut of information, the relationships between ideas and information, we educators must rededicate ourselves to the development of high-order problem-solving and decision-making skills, while we model appropriate uses of technology. Where educational ICT is effectively used, the pedagogical relationship between teacher and student is transformed. Teachers facilitate, mentor and coach. Students evaluate, apply, and create information to define and solve problems, rather than simply recall facts. Together, students and their teachers engage with diverse resources and expertise within and beyond their classrooms. In such a context, teachers can develop and use more flexible, more authentic strategies for teaching, learning and assessment.

As students grow and learn to assume adults responsibilities, their experiences with ICT must promote comprehensive multiple literacies, intellectual development, and ethical growth. The result should be self-respect; empathy towards human diversity; wisdom and understanding; and commitment to lifelong learning and the well-being of others.

The essence of learning lies in accessing, gathering, investigating, and managing data; problem solving; decision making; and creating and communicating new understandings in original works. Given strong learning partnerships between students and teachers, student access to a wide range of ICT resources will strengthen and support the implementation of all Nova Scotia curriculum.

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LEARNING OUTCOMES FRAMEWORKESSENTIAL GRADUATION LEARNINGSPublic school education in Nova Scotia has two major goals: to help all students develop to their full potential cognitively, affectively, physically and socially; and to help all students acquire the knowledge, attitudes, and skills necessary for them to continue as thinking, learning, physically active, valued members of society.

The Department of Education believes that these goals can best be reached if school communities help students to develop in certain areas of learning called essential graduation learnings. These areas cross traditional subject boundaries and are not the monopoly of any one discipline. The Department of Education has identified six areas of learning:

• aesthetic expression

• citizenship

• communication

• personal development

• problem solving

• technological competence

AESTHETIC EXPRESSION: Graduates will be able to respond with critical awareness to various forms of the arts and be able to express themselves through the arts.

The use of information and communication technology in classrooms will provide additional opportunities for students to respond to the arts and to develop aesthetic expression in any curriculum area.

Using ICT, they will, for example, be able to

• use software, in such areas as music composition and painting, to create their own art forms as a means of formulating and expressing ideas, perceptions, and feelings

• using e-mail, communicate with “artists in virtual residence” to develop their understanding of the contribution of the arts to daily life, cultural identity and diversity, and the economy

• access the World Wide Web to visit virtual museums and art galleries and to develop an apprecia-tion for cultural diversity in art forms

• work cooperatively with peers around the world to publish, share, and compare their works

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CITIZENSHIP: Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context.

The wide range of resources and access to materials reflecting many differing points of view that is available through the use of information and communication technology will provide students with a greater understanding of global interdependency. Whether they are accessing this information through studying language arts, science, or any other subject, technology provides enhanced access to numerous examples of interdependence at the local, regional, and global level.

Using ICT, they will, for example, be able to

• use simulation software to role play different perspectives on a global issue in order to develop understanding of the implications

• use e-mail and the Internet to communicate with experts regarding such issues as Canada’s politi-cal, social, and economic systems and their place in a global context

• use an online periodical database to enable them to explain the significance of the global econo-my on economic renewal and the development of society

• easily access primary and secondary sources of information through Internet websites that help increase understanding of the social, political, and economic forces that have shaped the past and present and apply those understandings in planning for the future

• through information collected via the World Wide Web, examine human rights issues and recog-nize forms of discrimination

• communicate with international e-pals to develop an understanding of cultures and identities and how these shape societies

COMMUNICATION: Graduates will be able to use the listening, viewing, speaking, reading and writing modes of language(s) and mathematical and scientific concepts and symbols to think, learn, and communicate effectively.

Communication is a key requirement in all curricular areas. The use of technology can enhance students’ ability and skill in communicating by providing access to other perspectives, and alternative ways of sharing and publishing their own ideas, learning, perceptions, and feelings.

Using ICT, they will, for example, be able to

• use simulation software to develop cooperative skills in sharing thoughts and ideas

• use “office suites,” including word processors, databases, and spreadsheets, to interpret, evaluate, and analyse data and information

• communicate with peers, including e-pals in order to explore, reflect on, and express their own ideas, learning, perceptions, and feelings

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• use data analysis software to demonstrate understanding of facts and relationships presented through words, numbers, symbols, graphs, and charts

• access experts, such as writers in virtual residence, to gain information or share insights and thoughts

• use technological communications methods, such as multimedia presentations, web pages, and edited videos, to explore, reflect on, and express their own ideas, learning, perceptions, and feel-ings

• use information collected through an online periodical database to evaluate and respond to dif-fering points of view

PERSONAL DEVELOPMENT: Graduates will be able to continue to learn and to pursue an active, healthy lifestyle.

Students using technology in their classes develop an understanding of the ethical concerns surrounding the use of global shared resources like the World Wide Web. They will become increasingly aware of how their own decisions will affect them, both personally and in their careers.

Using ICT, they will, for example, be able to

• use LifeWork portfolios (in paper, electronic, and web-based forms) to demonstrate preparedness for the transition to work and further learning

• use simulation software to provide opportunities to work in groups to make decisions and take responsibility for those decisions

• develop an understanding of the ethical concerns surrounding the use of globally shared resourc-es like the World Wide Web and their effect on society

• use the Internet to access resources and people from around the world to develop curiosity and take control of their learning

• share information through email and other forums to develop and hone coping and interpersonal skills to enable them to work and study purposefully both independently and in groups

• recognize the need for interdependence in terms of global information and knowledge sharing

PROBLEM SOLVING: Graduates will be able to use the strategies and processes needed to solve a wide variety of problems, including those requiring language and mathematical and scientific concepts.

The ability to gather information, develop solutions, and make decisions is vital for our students. The use of technology within their classes will provide students with additional tools and resources to assist them in these tasks.

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Using ICT, they will, for example, be able to

• use an online periodical database to acquire, process, and interpret information critically to make informed decisions

• use the Internet and e-mail to access experts and specialists to provide additional information and insights that may further develop their critical analysis of information so they can make informed decisions about authentic problems

• use data acquisition tools and software to collect, analyse, and interpret scientific or mathemati-cal data to support their investigations

• access relevant and current statistical information about Canadians and our society in order to observe relationships and make inferences

• access information worldwide reflecting varying points of view through online periodical data-bases and the Internet to identify, describe, and interpret different points of view and to distin-guish fact from opinion

TECHNOLOGICAL COMPETENCE: Graduates will be able to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems.

Embedding information and communication technology within each curriculum area will ensure that students become competent and comfortable users of information and communication technology. They gain knowledge about technology itself and the effects of technological change on society and their lives.

Using ICT, they will, for example, be able to

• utilize technical resources, such as the Internet, to gather information, satisfy curiosity, experi-ment with processes and ideas, and solve problems

• recognize that technology is intrinsic to locating, evaluating, adapting, creating, and sharing information

• develop, strengthen, and apply critical thinking skills through the use of ICT

• develop familiarity with ICT and technological tools and the impact on culture, society, and natural and built environments

• demonstrate understanding of ethical issues related to the use of technology in a local and global context

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KEY-STAGE OUTCOMES FOR THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN PUBLIC SCHOOL PROGRAMSKey-stage outcomes are cumulative. Teachers should be familiar with outcomes at all stages to understand fully the development of any given outcome or to match learning experiences and curriculum outcomes. The key-stage outcomes represent what is intended or what is expected at the end of that stage. At the end of a particular key-stage some students will have fully achieved the intended outcome while others will not. While the outcomes are intended for all students, it is acknowledged that different students will achieve these outcomes in different ways and to a different depth and breadth depending on interest, ability, and context.

Students will demonstrate expected performance levels in five ICT-based learning outcome areas, within the context of essential graduation learnings and outcomes specified for the Public School Program as a whole. These outcomes reflect reasonable expectations for students at the key stages of 3, 6, 9, and 12 with regular classroom access to ICT.

FRAMEWORK STRANDS FOR THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY LEARNING OUTCOMESThere are five strands in the learning outcomes framework for the integration of information and communication technology within Public School Programs.

1. BASIC OPERATIONS AND CONCEPTS

Concepts and skills associated with the safe, efficient operation of a range of information and communication technology.

2. SOCIAL, ETHICAL, AND HUMAN ISSUES

The understanding associated with the use of ICT, which encourages in students a commitment to pursue personal and social good, particularly to build and improve their learning environments and to foster stronger relationships with their peers and others who support their learning.

3. PRODUCTIVITY

The efficient selection and use of ICT to perform tasks such as

• the exploration of ideas

• data collection

• data manipulation, including the discovery of patterns and relationships

• problem solving

• the representation of learning

THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM NOVA SCOTIA DEPARTMENT OF EDUCATION14

4. COMMUNICATION

Specific, interactive technology use supports student collaboration and sharing through communication.

5. RESEARCH, PROBLEM SOLVING, AND DECISION MAKING

Students’ organization, reasoning, and evaluation of their learning rationalize their use of information and communication technology.

The Department of Education and school boards continue their commitment to the following five requirements so that student achievement of learning outcomes through the successful integration of ICT is realized.

• Integration of ICT within curriculum and program documents

• Teacher professional development focused on the integration of ICT for learning and instruction

• Quality curriculum and utility/tool software for learning and instruction

• A sustainable plan for the acquisition and refresh of ICT

• Technical support, networking, and Internet access

THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY

WITHIN THE CURRICULUM

ORGANIZED BY KEY-STAGE ORGANIZED BY STRAND

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crea

te a

nd a

naly

se e

lect

roni

c ch

arts

, map

s, a

nd g

raph

s to

pr

edic

t pat

tern

s an

d re

lati

on-

ship

s in

info

rmat

ion,

and

to

supp

ort d

ecis

ion-

mak

ing

RPS

D 3

.4

com

plet

e sh

ort,

clea

rly

de-

fined

res

earc

h ta

sks,

ass

essi

ng

info

rmat

ion

sele

cted

from

se

vera

l sou

rces

bey

ond

pape

r an

d pr

int-

base

d m

edia

, wit

h te

ache

r as

sist

ance

RPS

D 3

.5

ackn

owle

dge

the

sour

ces

of

thei

r in

form

atio

n us

ing

sim

ple

cita

tion

form

ats,

wit

h te

ache

r as

sist

ance

BASI

C O

PERA

TIO

NS

& C

ON

CEP

TSSO

CIA

L, E

THIC

AL,

& H

UM

AN

ISSU

ES

PRO

DU

CTI

VIT

YC

OM

MU

NIC

ATIO

N

BY T

HE

END O

F G

RA

DE

3

Stud

ents

will

be

expe

cted

to

RES

EAR

CH, P

RO

BLE

M S

OLV

ING, &

D

ECIS

ION M

AK

ING

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY K

EY-S

TAG

E

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

17

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

BO

C 3

.5

unde

rsta

nd a

nd u

se b

asic

ter-

min

olog

y re

late

d to

the

info

r-m

atio

n an

d co

mm

unic

atio

n te

chno

logy

(IC

T)

they

are

usi

ng

at th

eir

curr

ent g

rade

leve

l

BO

C 3

.6

repo

rt m

alfu

ncti

onin

g eq

uip-

men

t to

the

teac

her

PTS

6.1

(REL

ATES

TO

3.1

)se

lect

from

a r

ange

of m

edia

an

d so

ftw

are

to b

est r

epre

-se

nt th

e co

nten

t and

pur

pose

of

thei

r le

arni

ng w

ith

grow

-in

g in

depe

nden

ce

PTS

6.2

(REL

ATES

TO

3.2

)id

enti

fy a

nd d

escr

ibe

diff

er-

ent w

ays

in w

hich

info

rma-

tion

ava

ilabl

e fo

r us

e at

this

le

vel c

an b

e cr

eate

d, s

tore

d,

used

, rep

rese

nted

, and

tr

ansm

itte

d w

ith

grow

ing

inde

pend

ence

PTS

6.3

(REL

ATES

TO

3.3

)co

llabo

rate

wit

h th

e te

ache

r an

d pe

ers

to u

se s

oftw

are

to b

rain

stor

m, d

evel

op a

th

ough

t web

, and

out

line

idea

s un

der

stud

y

PTS

6.4

(REL

ATES

TO

3.1

. 3.3

)co

nduc

t sim

ple

rese

arch

, th

en p

lan

and

crea

te a

re

pres

enta

tion

of t

heir

lear

n-in

g, s

uch

as a

sto

rybo

ard,

a

mul

tim

edia

pre

sent

atio

n, a

n au

dio

reco

rdin

g, a

web

pag

e,

or a

pri

nt p

ublic

atio

n in

de-

pend

ently

and

in c

olla

bora

-ti

on w

ith

othe

rs

BASI

C O

PERA

TIO

NS

& C

ON

CEP

TSSO

CIA

L, E

THIC

AL,

& H

UM

AN

ISSU

ES

PRO

DU

CTI

VIT

YC

OM

MU

NIC

ATIO

N

BY T

HE

END O

F G

RA

DE

6, IN

AD

DIT

ION T

O T

HE

GR

AD

E 3

OU

TCO

MES

Stud

ents

will

be

expe

cted

to

RES

EAR

CH, P

RO

BLE

M S

OLV

ING, &

D

ECIS

ION M

AK

ING

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY K

EY-S

TAG

E

CT

6.1

(REL

ATES

TO

3.1

, 3.2

)co

ntri

bute

to a

nd le

arn

from

on

line

disc

ussi

ons

and

web

site

s de

sign

ed fo

r st

uden

t cur

ricu

lum

us

e, w

ith

teac

her

supe

rvis

ion

and

assi

stan

ce

CT

6.2

(REL

ATES

TO

3.1

, 3.3

)se

nd a

nd r

ecei

ve e

lect

roni

c m

ail

for

curr

icul

um p

urpo

ses,

and

ex

chan

ge fi

les

of c

urri

culu

m-r

e-la

ted

info

rmat

ion,

wit

h te

ache

r as

sist

ance

and

dir

ecti

on

CT

6.3

(REL

ATES

TO

3.2

, 3.3

)cr

eate

, pro

cess

, and

rep

rese

nt

thei

r le

arni

ng u

sing

lang

uage

, co

nven

tion

s, a

nd p

roce

dure

s as

-so

ciat

ed w

ith

educ

atio

nal m

edia

an

d in

form

atio

n an

d co

mm

uni-

cati

on te

chno

logy

, wit

h te

ache

r as

sist

ance

CT

6.4

(REL

ATES

TO

3.3

)id

enti

fy a

nd g

ive

spec

ific

ex-

ampl

es o

f ho

w fo

rm, s

tand

ards

, co

nven

tion

s, a

nd m

etho

ds o

f in

form

atio

n tr

ansm

issi

on a

ffec

t st

uden

ts th

eir

age

CT

6.5

(REL

ATES

TO

3.3

)un

ders

tand

and

app

ly b

asic

pr

inci

ples

of d

esig

n an

d st

yle

in

repr

esen

ting

thei

r le

arni

ng

SEH

I 6.1

(REL

ATES

TO

3.1

)sh

are

info

rmat

ion

reso

urce

s,

med

ia e

quip

men

t and

com

-pu

ter

equi

pmen

t

SEH

I 6.2

(REL

ATES

TO

3.2

)de

mon

stra

te r

espe

ct fo

r th

e pr

ivac

y an

d in

telle

ctua

l pro

p-er

ty o

f oth

ers,

mai

ntai

n th

eir

pers

onal

pri

vacy

and

saf

ety

SEH

I 6.3

(REL

ATES

TO

3.2

)be

gin

to id

enti

fy s

ocia

l and

et

hica

l iss

ues

asso

ciat

ed w

ith

the

glob

al a

cces

s an

d di

stri

bu-

tion

of i

nfor

mat

ion;

and

to

deve

lop

conc

ern

for

the

accu

-ra

cy o

f inf

orm

atio

n, p

erso

nal

priv

acy

and

safe

ty w

hen

in

elec

tron

ic e

nvir

onm

ents

suc

h as

Int

erne

t, w

ith

the

assi

stan

ce

of th

e te

ache

r

SEH

I 6.4

(REL

ATES

TO

3.3

)id

enti

fy c

hang

es in

the

way

s th

at in

form

atio

n is

col

lect

ed,

repr

esen

ted

and

tran

smit

ted,

an

d th

e im

pact

s su

ch c

hang

es

have

on

indi

vidu

als,

com

mu-

niti

es, a

nd c

ultu

res

RPS

D 6

.1 (R

ELAT

ES T

O 3

.1)

loca

te r

elev

ant i

nfor

mat

ion

by

usin

g th

e ap

prop

riat

e or

gani

-za

tion

al fe

atur

es o

f and

sea

rch

stra

tegi

es a

pplic

able

to b

ooks

, ot

her

prin

t, au

dio

CD

s, v

ideo

s,

com

pute

r so

ftw

are,

mul

tim

e-di

a, o

nlin

e pe

riod

ical

s, a

nd th

e In

tern

et, w

ith

som

e te

ache

r as

sist

ance

RPS

D 6

.2 (R

ELAT

ES T

O 3

.2, 3

.3)

use

appr

opri

ate

tech

nolo

gica

l to

ols

for

conc

ept m

appi

ng,

prob

lem

sol

ving

, obs

erva

tion

, m

easu

rem

ent,

calc

ulat

ion,

gr

aphi

ng a

nd c

hart

ing

to e

x-pl

ore

conc

epts

und

er s

tudy

RPS

D 6

.3 (R

ELAT

ES T

O 3

.1, 3

.2,

3.3)

use

rese

arch

info

rmat

ion

to

supp

ort a

rgum

ents

, wit

h te

ache

r su

ppor

t

RPS

D 6

.4 (R

ELAT

ES T

O 3

.4)

com

plet

e sh

ort,

clea

rly

defin

ed

rese

arch

task

s, a

sses

sing

in-

form

atio

n se

lect

ed fr

om s

ev-

eral

sou

rces

bey

ond

pape

r an

d pr

int-

base

d m

edia

, wit

h so

me

teac

her

assi

stan

ce

BO

C 6

.1 (R

ELAT

ES T

O 3

.1)

safe

ly u

se s

choo

l med

ia a

nd

com

pute

r eq

uipm

ent,

and

soft

-w

are

to s

uppo

rt th

eir

lear

ning

, w

ith

grow

ing

inde

pend

ence

BO

C 6

.2 (R

ELAT

ES T

O 3

.2)

use

and

crea

te in

form

atio

n te

xts

in a

ran

ge o

f med

ia, u

s-in

g sp

ecia

lized

text

feat

ures

of

thos

e m

edia

to s

uppo

rt th

e co

mm

unic

atio

n, w

ith

teac

her

assi

stan

ce

BO

C 6

.3 (R

ELAT

ES T

O 3

.3)

dem

onst

rate

eff

ecti

ve u

se o

f co

mpu

ter

keyb

oard

s, m

ice,

and

ot

her

inpu

t dev

ices

to p

rodu

ce

final

doc

umen

ts a

nd p

rese

nta-

tion

s

BO

C 6

.4 (R

ELAT

ES T

O 3

.4, 3

.4)

mai

ntai

n th

eir

elec

tron

ic fi

les

and

fold

ers

on th

e co

mpu

ter

syst

em a

nd n

et-w

ork

BO

C 6

.5 (R

ELAT

ES T

O 3

.4)

safe

ly e

xcha

nge

elec

tron

ic m

ail

and

atta

chm

ents

wit

h st

uden

ts

and

othe

rs s

elec

ted

by th

e te

ache

r fo

r cu

rric

ulum

res

earc

h an

d co

mm

unic

atio

n pu

rpos

es,

wit

h te

ache

r su

perv

isio

n

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

19

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

BO

C 6

.6 (R

ELAT

ES T

O 3

.5)

unde

rsta

nd a

nd u

se w

ith

incr

easi

ng fa

cilit

y, a

wid

e ra

nge

of te

rmin

olog

y re

late

d to

the

tech

nolo

gy th

ey e

mpl

oy d

urin

g th

eir

stud

ies

BO

C 6

.7 (R

ELAT

ES T

O 3

.6)

repo

rt m

alfu

ncti

onin

g eq

uip-

men

t to

the

teac

her,

and

to

prov

ide

anec

dota

l inf

orm

atio

n th

at m

ay b

e of

hel

p to

mai

nte-

nanc

e te

chni

cian

s

SEH

I 6.5

(REL

ATES

TO

3.3

)id

enti

fy a

nd u

se th

e so

cial

co

nven

tion

s of

onl

ine

com

-m

unic

atio

n du

ring

Int

erne

t co

mm

unic

atio

n

SEH

I 6.6

(REL

ATES

TO

3.4

)id

enti

fy a

nd g

ive

spec

ific

exam

ples

whe

re c

ultu

ral v

alue

s an

d ex

peri

ence

s in

fluen

ce th

e in

form

atio

n an

d en

tert

ainm

ent

prod

ucts

they

use

SEH

I 6.7

(REL

ATES

TO

3.5

) in

clud

e in

thei

r ow

n w

ork

the

copy

righ

ted

mat

eria

ls o

f oth

ers

only

whe

n pe

rmis

sion

to d

o so

ha

s be

en r

ecei

ved

SEH

I 6.8

(R

ELAT

ES T

O 3

.6)

follo

w th

e Pu

blic

Sch

ool P

ro-

gram

Net

wor

k A

cces

s and

Use

Po

licy

PTS

6.5

(REL

ATES

TO

3.4

) re

cord

and

edi

t sti

ll im

-ag

ed, m

ovin

g im

ages

, and

so

und

to r

epre

sent

thei

r le

arni

ng to

par

ticu

lar

audi

ence

s, w

ith

teac

her

assi

stan

ce

PTS

6.6

(REL

ATES

3.1

, 3.3

)cr

eate

nav

igab

le w

eb p

ages

an

d ot

her

form

s of

mul

ti-

med

ia w

hich

inco

rpor

ate

text

, sti

ll an

d m

ovin

g im

-ag

es, a

nd li

nks

to e

xter

nal

reso

urce

s in

depe

nden

tly

and

in c

olla

bora

tion

wit

h ot

hers

PTS

6.7

(REL

ATES

TO

3.1

, 3.3

)cr

eate

sim

ple

data

base

s of

in

form

atio

n w

hich

they

qu

ery

to d

isco

ver

info

rma-

tion

pat

tern

s an

d re

lati

on-

ship

s du

ring

res

earc

h

RPS

D 6

.5 (R

ELAT

ES T

O 3

.5)

ackn

owle

dge

the

sour

ces

of

thei

r in

form

atio

n us

ing

sim

ple

cita

tion

form

ats,

wit

h

inde

pend

ence

PTS

6.1

(REL

ATES

TO

3.1

)se

lect

from

a r

ange

of m

edia

an

d so

ftw

are

to b

est r

epre

-se

nt th

e co

nten

t and

pur

pose

of

thei

r le

arni

ng w

ith

grow

-in

g in

depe

nden

ce

PTS

6.2

(REL

ATES

TO

3.2

)id

enti

fy a

nd d

escr

ibe

diff

er-

ent w

ays

in w

hich

info

rma-

tion

ava

ilabl

e fo

r us

e at

this

le

vel c

an b

e cr

eate

d, s

tore

d,

used

, rep

rese

nted

, and

tr

ansm

itte

d w

ith

grow

ing

inde

pend

ence

PTS

6.3

(REL

ATES

TO

3.3

)co

llabo

rate

wit

h th

e te

ache

r an

d pe

ers

to u

se s

oftw

are

to b

rain

stor

m, d

evel

op a

th

ough

t web

, and

out

line

idea

s un

der

stud

y

PTS

6.4

(REL

ATES

TO

3.1

. 3.3

)co

nduc

t sim

ple

rese

arch

, th

en p

lan

and

crea

te a

re

pres

enta

tion

of t

heir

lear

n-in

g, s

uch

as a

sto

rybo

ard,

a

mul

tim

edia

pre

sent

atio

n, a

n au

dio

reco

rdin

g, a

web

pag

e,

or a

pri

nt p

ublic

atio

n in

de-

pend

ently

and

in c

olla

bora

-ti

on w

ith

othe

rs

BASI

C O

PERA

TIO

NS

& C

ON

CEP

TSSO

CIA

L, E

THIC

AL,

& H

UM

AN

ISSU

ES

PRO

DU

CTI

VIT

YC

OM

MU

NIC

ATIO

N

BY T

HE

END O

F G

RA

DE

6, IN

AD

DIT

ION T

O T

HE

GR

AD

E 3

OU

TCO

MES

Stud

ents

will

be

expe

cted

to

RES

EAR

CH, P

RO

BLE

M S

OLV

ING, &

D

ECIS

ION M

AK

ING

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY K

EY-S

TAG

E

CT

6.1

(REL

ATES

TO

3.1

, 3.2

)co

ntri

bute

to a

nd le

arn

from

on

line

disc

ussi

ons

and

web

site

s de

sign

ed fo

r st

uden

t cur

ricu

lum

us

e, w

ith

teac

her

supe

rvis

ion

and

assi

stan

ce

CT

6.2

(REL

ATES

TO

3.1

, 3.3

)se

nd a

nd r

ecei

ve e

lect

roni

c m

ail

for

curr

icul

um p

urpo

ses,

and

ex

chan

ge fi

les

of c

urri

culu

m-r

e-la

ted

info

rmat

ion,

wit

h te

ache

r as

sist

ance

and

dir

ecti

on

CT

6.3

(REL

ATES

TO

3.2

, 3.3

)cr

eate

, pro

cess

, and

rep

rese

nt

thei

r le

arni

ng u

sing

lang

uage

, co

nven

tion

s, a

nd p

roce

dure

s as

-so

ciat

ed w

ith

educ

atio

nal m

edia

an

d in

form

atio

n an

d co

mm

uni-

cati

on te

chno

logy

, wit

h te

ache

r as

sist

ance

CT

6.4

(REL

ATES

TO

3.3

)id

enti

fy a

nd g

ive

spec

ific

ex-

ampl

es o

f ho

w fo

rm, s

tand

ards

, co

nven

tion

s, a

nd m

etho

ds o

f in

form

atio

n tr

ansm

issi

on a

ffec

t st

uden

ts th

eir

age

CT

6.5

(REL

ATES

TO

3.3

)un

ders

tand

and

app

ly b

asic

pr

inci

ples

of d

esig

n an

d st

yle

in

repr

esen

ting

thei

r le

arni

ng

SEH

I 6.1

(REL

ATES

TO

3.1

)sh

are

info

rmat

ion

reso

urce

s,

med

ia e

quip

men

t and

com

-pu

ter

equi

pmen

t

SEH

I 6.2

(REL

ATES

TO

3.2

)de

mon

stra

te r

espe

ct fo

r th

e pr

ivac

y an

d in

telle

ctua

l pro

p-er

ty o

f oth

ers,

mai

ntai

n th

eir

pers

onal

pri

vacy

and

saf

ety

SEH

I 6.3

(REL

ATES

TO

3.2

)be

gin

to id

enti

fy s

ocia

l and

et

hica

l iss

ues

asso

ciat

ed w

ith

the

glob

al a

cces

s an

d di

stri

bu-

tion

of i

nfor

mat

ion;

and

to

deve

lop

conc

ern

for

the

accu

-ra

cy o

f inf

orm

atio

n, p

erso

nal

priv

acy

and

safe

ty w

hen

in

elec

tron

ic e

nvir

onm

ents

suc

h as

Int

erne

t, w

ith

the

assi

stan

ce

of th

e te

ache

r

SEH

I 6.4

(REL

ATES

TO

3.3

)id

enti

fy c

hang

es in

the

way

s th

at in

form

atio

n is

col

lect

ed,

repr

esen

ted

and

tran

smit

ted,

an

d th

e im

pact

s su

ch c

hang

es

have

on

indi

vidu

als,

com

mu-

niti

es, a

nd c

ultu

res

RPS

D 6

.1 (R

ELAT

ES T

O 3

.1)

loca

te r

elev

ant i

nfor

mat

ion

by

usin

g th

e ap

prop

riat

e or

gani

-za

tion

al fe

atur

es o

f and

sea

rch

stra

tegi

es a

pplic

able

to b

ooks

, ot

her

prin

t, au

dio

CD

s, v

ideo

s,

com

pute

r so

ftw

are,

mul

tim

e-di

a, o

nlin

e pe

riod

ical

s, a

nd th

e In

tern

et, w

ith

som

e te

ache

r as

sist

ance

RPS

D 6

.2 (R

ELAT

ES T

O 3

.2, 3

.3)

use

appr

opri

ate

tech

nolo

gica

l to

ols

for

conc

ept m

appi

ng,

prob

lem

sol

ving

, obs

erva

tion

, m

easu

rem

ent,

calc

ulat

ion,

gr

aphi

ng a

nd c

hart

ing

to e

x-pl

ore

conc

epts

und

er s

tudy

RPS

D 6

.3 (R

ELAT

ES T

O 3

.1, 3

.2,

3.3)

use

rese

arch

info

rmat

ion

to

supp

ort a

rgum

ents

, wit

h te

ache

r su

ppor

t

RPS

D 6

.4 (R

ELAT

ES T

O 3

.4)

com

plet

e sh

ort,

clea

rly

defin

ed

rese

arch

task

s, a

sses

sing

in-

form

atio

n se

lect

ed fr

om s

ev-

eral

sou

rces

bey

ond

pape

r an

d pr

int-

base

d m

edia

, wit

h so

me

teac

her

assi

stan

ce

BO

C 6

.1 (R

ELAT

ES T

O 3

.1)

safe

ly u

se s

choo

l med

ia a

nd

com

pute

r eq

uipm

ent,

and

soft

-w

are

to s

uppo

rt th

eir

lear

ning

, w

ith

grow

ing

inde

pend

ence

BO

C 6

.2 (R

ELAT

ES T

O 3

.2)

use

and

crea

te in

form

atio

n te

xts

in a

ran

ge o

f med

ia, u

s-in

g sp

ecia

lized

text

feat

ures

of

thos

e m

edia

to s

uppo

rt th

e co

mm

unic

atio

n, w

ith

teac

her

assi

stan

ce

BO

C 6

.3 (R

ELAT

ES T

O 3

.3)

dem

onst

rate

eff

ecti

ve u

se o

f co

mpu

ter

keyb

oard

s, m

ice,

and

ot

her

inpu

t dev

ices

to p

rodu

ce

final

doc

umen

ts a

nd p

rese

nta-

tion

s

BO

C 6

.4 (R

ELAT

ES T

O 3

.4, 3

.4)

mai

ntai

n th

eir

elec

tron

ic fi

les

and

fold

ers

on th

e co

mpu

ter

syst

em a

nd n

et-w

ork

BO

C 6

.5 (R

ELAT

ES T

O 3

.4)

safe

ly e

xcha

nge

elec

tron

ic m

ail

and

atta

chm

ents

wit

h st

uden

ts

and

othe

rs s

elec

ted

by th

e te

ache

r fo

r cu

rric

ulum

res

earc

h an

d co

mm

unic

atio

n pu

rpos

es,

wit

h te

ache

r su

perv

isio

n

BASI

C O

PERA

TIO

NS

& C

ON

CEP

TSSO

CIA

L, E

THIC

AL,

& H

UM

AN

ISSU

ES

PRO

DU

CTI

VIT

YC

OM

MU

NIC

ATIO

N

BY T

HE

END O

F G

RA

DE

9, IN

AD

DIT

ION T

O T

HE

GR

AD

E 6

OU

TCO

MES

Stud

ents

will

be

expe

cted

to

RES

EAR

CH, P

RO

BLE

M S

OLV

ING, &

D

ECIS

ION M

AK

ING

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY K

EY-S

TAG

E

BO

C 9

.1 (R

ELAT

ES T

O 6

.1)

oper

ate

a w

ide

vari

ety

of

scho

ol m

edia

, com

pute

r, an

d ot

her

educ

atio

nally

app

ropr

i-at

e eq

uipm

ent f

or le

arni

ng,

com

mun

icat

ion,

and

the

rep-

rese

ntat

ion

of th

eir

lear

ning

, in

depe

nden

tly a

nd s

afel

y w

ith

teac

her

supe

rvis

ion

BO

C 9

.2 (R

ELAT

ES T

O 6

.2)

use

and

crea

te in

form

atio

n te

xts

in a

ran

ge o

f med

ia, u

s-in

g sp

ecia

lized

text

feat

ures

of

thos

e m

edia

to s

uppo

rt th

e co

mm

unic

atio

n, w

ith

teac

her

assi

stan

ce

BO

C 9

.3 (R

ELAT

ES T

O 6

.3)

dem

onst

rate

com

fort

wit

h ke

y-bo

ardi

ng a

nd m

anip

ulat

ion

of

com

pute

r in

put a

nd p

erip

hera

l de

vice

s as

they

wor

k

BO

C 9

.4 (R

ELAT

ES T

O 6

.4)

man

age

thei

r el

ectr

onic

file

s an

d co

rres

pond

ence

effi

cien

tly

BO

C 9

.5 (R

ELAT

ES T

O 6

.1, 6

.2,

6.3,

6.4

) fr

om a

ran

ge o

f res

ourc

e op

-ti

ons,

kno

wle

dgea

bly

sele

ct,

man

age,

and

use

tech

nolo

gica

l re

sour

ces

to s

olve

cur

ricu

lum

pr

oble

ms

and

enha

nce

thei

r le

arni

ng, w

ith

teac

her

guid

ance

SEH

I 9.1

(REL

ATES

TO

6.1

, 6.2

, 6.

3)de

mon

stra

te u

nder

stan

ding

of

the

natu

re o

f tec

hnol

ogy

and

its

impa

cts

on d

iffer

ent s

ocie

t-ie

s an

d en

viro

nmen

ts; u

sing

te

chno

logy

, in

loca

l and

glo

bal

cont

exts

, wit

h du

e re

gard

for

the

lega

l and

hum

an r

ight

s of

ot

hers

SEH

I 9.2

(REL

ATES

TO

6.3

, 6.4

, 6.

5, 6

.6)

iden

tify

and

dem

onst

rate

the

valu

es a

nd te

chni

ques

of m

ass

med

ia, p

opul

ar c

ultu

re, a

nd

elec

tron

ic in

form

atio

n en

vi-

ronm

ents

, and

eva

luat

e th

e ef

fect

s of

thes

e te

chni

ques

SEH

I 9.3

(REL

ATES

TO

6.7

, 6.8

) un

ders

tand

, mod

el, a

nd a

s-su

me

pers

onal

res

pons

ibili

ty

for

the

acce

ptab

le u

se o

f cop

y-ri

ghte

d an

d ot

her

info

rmat

ion

reso

urce

s

PTS

9.1

(REL

ATES

TO

6.3

)us

e so

ftw

are

to b

rain

stor

m,

deve

lop

a th

ough

t web

, ou

tline

, and

map

idea

s un

der

stud

y w

ith

in

depe

nden

ce

PTS

9.2

(REL

ATES

TO

6.1

, 6.2

, 6.

4, 6

.5)

expl

ore

curr

icul

um c

on-

cept

s un

der

stud

y us

-in

g sp

ecia

lized

sof

twar

e;

mea

suri

ng, s

ampl

ing

and

reco

rdin

g eq

uipm

ent;

and

com

pute

r-ba

sed

sim

ula-

tion

s, w

ith

teac

her

as

sist

ance

PTS

9.3

(REL

ATES

TO

6.1

, 6.2

, 6.

4, 6

.5, 6

.7)

expl

ore

the

curr

icul

um

thro

ugh

a w

ide

rang

e of

pr

int a

nd e

lect

roni

c fo

rms;

ac

cess

ing

and

proc

essi

ng

info

rmat

ion

by m

eans

of

the

spec

ializ

ed te

chni

ques

as

soci

ated

wit

h th

e te

chno

l-og

y th

ey s

elec

t

CT

9.1

(REL

ATES

TO

6.3

, 6.5

)us

e la

ngua

ge, i

n a

rang

e of

au-

ral,

prin

t, m

edia

, and

ele

ctro

nic

form

s to

exp

lore

and

exp

ress

th

eir

perc

epti

ons,

feel

ings

, ide

as

and

atti

tude

s; r

efine

thei

r th

ink-

ing;

and

inte

ract

, neg

otia

te, a

nd

colla

bora

te w

ith

othe

rs in

ord

er

to b

uild

thei

r un

ders

tand

ing

CT

9.2

(REL

ATES

TO

6.1

)de

sign

and

bui

ld in

tran

et o

r In

tern

et w

ebsi

tes

of s

tude

nt-

prod

uced

pag

es a

bout

a c

ur-

ricu

lum

topi

c, in

sm

all g

roup

s w

ith

teac

her

supe

rvis

ion

CT

9.3

(REL

ATES

TO

6.1

-6.5

)cr

itic

ally

eva

luat

e ho

w s

tyle

, fo

rm, s

ourc

e, a

nd m

ediu

m

influ

ence

the

acce

ssib

ility

, val

id-

ity

and

mea

ning

of i

nfor

mat

ion

wit

h in

depe

nden

ce

RPS

D 9

.1 (R

ELAT

ES T

O 6

.2)

sele

ct a

ppro

pria

te m

easu

ring

an

d re

cord

ing

devi

ces

and/

or

soft

war

e to

col

lect

dat

a, d

is-

cove

r pa

tter

ns o

f cha

nge

over

ti

me,

sol

ve p

robl

ems

and

mak

e lo

gica

l dec

isio

ns b

ased

on

thei

r in

vest

igat

ions

; wit

h te

ache

r as

sist

ance

RPS

D 9

.2 (R

ELAT

ES T

O 6

.1, 6

.2)

crea

te a

nd u

se e

lect

roni

c ch

arts

, m

aps,

tabl

es, g

raph

s, s

prea

d-sh

eets

, and

dat

abas

es to

col

lect

, an

alys

e an

d di

spla

y da

ta in

de-

pend

ently

RPS

D 9

.3 (R

ELAT

ES T

O 6

.1, 6

.2)

wri

te a

nd r

epre

sent

thei

r re

sear

ch u

sing

the

stru

ctur

es,

feat

ures

, con

vent

ions

, and

tech

-ni

ques

of s

peci

aliz

ed p

ublic

a-ti

on a

nd p

rese

ntat

ion

form

ats

wit

h gr

owin

g flu

ency

RPS

D 9

.4 (R

ELAT

ES T

O 6

.3, 6

.4)

asse

ss th

e qu

alit

y, c

ompr

e-he

nsiv

enes

s, b

iase

s, a

nd p

er-

spec

tive

s of

pri

nt, m

edia

and

el

ectr

onic

res

ourc

es fo

r us

e in

th

eir

curr

icul

ar s

tudi

es, w

ith

teac

her

guid

ance

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

21

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

BO

C 9

.6 (R

ELAT

ES T

O 6

.6)

unde

rsta

nd a

nd u

se a

wid

e ra

nge

of te

rmin

olog

y re

late

d to

the

tech

nolo

gy th

ey u

se fo

r le

arni

ng

BO

C 9

.7 (R

ELAT

ES T

O 6

.7)

wor

k sa

fely

as

they

use

IC

T,

appl

ying

bas

ic tr

oubl

esho

otin

g te

chni

ques

to a

sses

s eq

uipm

ent

and

soft

war

e pr

oble

ms

that

af

fect

thei

r us

e of

IC

T; t

hen

prov

ide

anec

dota

l inf

orm

a-ti

on w

hich

may

be

of h

elp

to

mai

nten

ance

tech

nici

ans

SEH

I 9.4

(REL

ATES

TO

6.2

, 6.7

, 6.

8)

dem

onst

rate

an

unde

rsta

nd-

ing

of, a

nd a

com

mit

men

t to,

ac

cura

cy, e

thic

al b

ehav

iour

, an

d pe

rson

al p

riva

cy a

nd s

afet

y as

they

cre

ate

and

dist

ribu

te

info

rmat

ion

abou

t the

mse

lves

, ot

hers

, and

cur

ricu

lum

topi

cs

unde

r st

udy

SEH

I 9.5

(REL

ATES

TO

6.2

, 6.7

, 6.

8)

iden

tify

tech

nolo

gy-r

elat

ed c

a-re

er o

ppor

tuni

ties

of p

erso

nal

inte

rest

, and

beg

in to

ass

ess

thei

r st

reng

ths

and

inte

rest

s w

ith

resp

ect t

o te

chno

logy

SEH

I 9.6

(REL

ATES

TO

6.8

)fo

llow

the

Publ

ic S

choo

l Pro

-gr

am N

etw

ork

Acc

ess a

nd U

se

Polic

y

PTS

9.4

(REL

ATES

TO

6.5

, 6.6

)cr

eate

and

man

ipul

ate

soun

d, im

ages

and

vid

eo,

usin

g di

gita

l equ

ipm

ent a

nd

com

pute

r-ba

sed

edit

ing,

to

repr

esen

t the

ir le

arni

ng fo

r pa

rtic

ular

aud

ienc

es a

nd

purp

oses

, ind

epen

dent

ly

PTS

9.5

(REL

ATES

TO

6.4

, 6.5

, 6.

6)de

velo

p m

ultim

edia

pre

-se

ntat

ions

, bas

ed o

n so

und

prin

cipl

es o

f des

ign,

with

in

crea

sing

con

fiden

ce, e

f-fic

ienc

y an

d in

depe

nden

ce

PTS

9.6

us

e in

form

atio

n an

d co

m-

mun

icat

ion

tech

nolo

gy to

ex

plor

e in

crea

sing

ly c

om-

plex

num

eric

al a

nd s

pati

al

situ

atio

ns fo

r th

e pu

rpos

e of

dev

elop

ing

and

test

ing

conj

ectu

res

RPS

D 9

.5 (R

ELAT

ES T

O 6

.1 –

6.4

)cr

itic

ally

eva

luat

e ho

w s

tyle

, fo

rm, s

ourc

e, a

nd m

ediu

m

influ

ence

the

acce

ssib

ility

, val

id-

ity,

and

mea

ning

of i

nfor

mat

ion

inde

pend

ently

RPS

D 9

.6 (R

ELAT

ES T

O 6

.3, 6

.4)

sele

ct a

nd r

efine

a r

esea

rch

topi

c, a

ccor

ding

to te

ache

r-pr

ovid

ed c

rite

ria,

to fu

lfill

a cu

rric

ulum

req

uire

men

t, w

ith

teac

her

assi

stan

ce

RPS

D 9

.7 (R

ELAT

ES T

O 6

.1 –

6.4

)as

sess

the

stre

ngth

s an

d lim

ita-

tion

s of

diff

eren

t app

roac

hes

to

rese

arch

, the

n se

lect

thos

e ap

-pr

oach

es w

hich

mor

e ef

ficie

ntly

m

eet t

heir

lear

ning

nee

ds, w

ith

teac

her

assi

stan

ce

RPS

D 9

.8 (R

ELAT

ES T

O 6

.1 -

6.4

)ex

peri

ence

com

fort

, sec

urit

y an

d cl

arit

y th

at w

ell-

rese

arch

ed

solu

tion

s an

d co

nclu

sion

s ar

e va

lid a

nd r

elia

ble,

thou

gh u

n-co

mm

on o

r un

expe

cted

RPS

D 9

.9 (R

ELAT

ES T

O 6

.5)

accu

rate

ly a

nd in

depe

nden

tly

cite

info

rmat

ion

sour

ces

BO

C 1

2.1

(REL

ATES

TO

9.1

–9.4

)us

e a

wid

e va

riet

y of

tech

nol-

ogy,

dem

onst

rate

a c

lear

un-

ders

tand

ing

of te

chno

logi

cal

appl

icat

ions

, and

con

sist

ently

ap

ply

appr

opri

ate

tech

nolo

gy

to s

olve

cur

ricu

lum

pro

blem

s

BO

C 1

2.2

(REL

ATES

TO

9.5

)de

mon

stra

te a

n ab

ility

to

asse

ss th

e ap

plic

atio

n of

te

chno

logy

to s

olve

pro

b-le

ms,

par

ticu

larl

y to

eva

lu-

ate

sign

ifica

nt e

ffec

ts w

hich

es

tim

atio

ns, p

rogr

am fl

aws

and

hum

an e

rror

hav

e on

any

gi

ven

solu

tion

BO

C 1

2.3

(REL

ATES

TO

9.6

)de

mon

stra

te fa

cilit

y w

ith

the

spec

ializ

ed v

ocab

ular

y as

soci

-at

ed w

ith

the

tech

nolo

gy th

ey

use

BO

C 1

2.4

(REL

ATES

TO

9.7

)ta

ke p

erso

nal r

espo

nsib

ility

fo

r th

eir

safe

and

erg

onom

ic

use

of te

chno

logy

for

lear

ning

SEH

I 12.

1 (R

ELAT

ES T

O 9

.1–9

.4)

beha

ve e

thic

ally

and

wit

h ac

cura

cy a

s th

ey g

ener

ate

and

dist

ribu

te in

form

atio

n ab

out

them

selv

es, o

ther

s, a

nd c

ur-

ricu

lum

topi

cs u

nder

stu

dy

SEH

I 12.

2 (R

ELAT

ES T

O 9

.2)

arti

cula

te a

n in

form

ed a

nd

crit

ical

und

erst

andi

ng o

f mas

s m

edia

, pop

ular

cul

ture

and

el

ectr

onic

info

rmat

ion

envi

-ro

nmen

ts; t

heir

tech

niqu

es;

and

the

effe

cts

of th

ose

tech

-ni

ques

SEH

I 12.

3 (R

ELAT

ES T

O 9

.1–9

.4)

crit

ical

ly a

naly

ze th

e im

pact

s of

evo

lvin

g te

chno

logi

es o

n th

emse

lves

, soc

ieti

es, a

nd th

e en

viro

nmen

t

SEH

I 12.

4 (R

ELAT

ES T

O 9

.2

– 9.

4)de

mon

stra

te h

abit

s of

per

cep-

tion

, ana

lysi

s, ju

dgm

ent a

nd

sele

ctiv

ity

as th

ey c

ontr

ibut

e to

soc

iety

thro

ugh

the

disc

ern-

ing

and

crit

ical

use

and

cre

-at

ion

of in

form

atio

n re

sour

ces

and

tech

nolo

gy

SEH

I 12.

5 (R

ELAT

ES T

O 9

.3, 9

.4)

act r

espo

nsib

ly w

hen

face

d w

ith

ethi

cal i

ssue

s th

at a

rise

fr

om th

eir

use

of in

form

atio

n an

d IC

T

PTS

12.1

(REL

ATES

TO

9.1

) us

e el

ectr

onic

pla

nnin

g so

ftw

are

to s

uppo

rt th

e de

velo

pmen

t and

ana

lysi

s of

effi

cien

t, pe

rson

al s

tudy

an

d re

sear

ch p

lans

in

depe

nden

tly

PTS

12.2

(REL

ATES

TO

9.2

, 9.

6)

eval

uate

, sel

ect,

and

use

the

follo

win

g to

lear

n an

d to

rep

rese

nt c

urri

culu

m

conc

epts

und

er s

tudy

: sp

ecia

lized

sof

twar

e,

incl

udin

g co

mpu

ter-

base

d si

mul

atio

ns; a

nd m

easu

r-in

g, s

ampl

ing

and

reco

rd-

ing

devi

ces,

incl

udin

g co

mpl

ex c

alcu

lato

rs

PTS

12.3

(REL

ATES

TO

9.3

, 9.

4)

wri

te a

nd r

epre

sent

thei

r re

sear

ch u

sing

the

stru

c-tu

res,

feat

ures

, con

ven-

tion

s, a

nd te

chni

ques

of

spec

ializ

ed p

ublic

atio

n an

d pr

esen

tati

on fo

rmat

s w

ith

grow

ing

fluen

cy

CT

12.1

(REL

ATES

TO

9.1

)us

e la

ngua

ge, i

n a

rang

e of

au-

ral,

prin

t, m

edia

and

ele

ctro

nic

form

s to

exp

lore

and

exp

ress

th

eir

perc

epti

ons,

feel

ings

, ide

as

and

atti

tude

s; r

efine

thei

r th

ink-

ing;

and

inte

ract

, neg

otia

te, a

nd

colla

bora

te w

ith

othe

rs in

ord

er

to b

uild

thei

r un

ders

tand

ing

CT

12.2

(REL

ATES

TO

9.1

, 9.2

)cr

itic

ally

app

ly te

chno

logi

cal

skill

s in

a r

ange

of e

lect

roni

c, v

i-su

al, a

nd p

rint

med

ia fo

r fo

rmal

an

d in

form

al

com

mun

icat

ion

CT

12.3

(REL

ATES

TO

9.1

)de

sign

and

cre

ate

elec

tron

ic

docu

men

ts to

acc

ompl

ish

cur-

ricu

lar

task

s

CT

12.4

(REL

ATES

TO

CT

9.3)

disc

over

, sha

re a

nd r

eflec

t upo

n th

eir

own

and

othe

rs’ c

ultu

res,

va

lues

, and

und

erst

andi

ngs

as

they

are

exp

ress

ed in

ele

ctro

nic

and

othe

r fo

rmat

s

CT

12.5

(REL

ATES

TO

9.1

– 9

.3)

use

mul

tim

edia

har

dwar

e an

d au

thor

ing

soft

war

e to

dev

elop

no

n-lin

ear,

inte

ract

ive

pr

esen

tati

ons

RPS

D 1

2.1

(REL

ATES

TO

9.1

)se

lect

app

ropr

iate

dev

ices

and

so

ftw

are

to c

olle

ct d

ata,

sol

ve

prob

lem

s an

d no

te p

atte

rns;

to

mak

e lo

gica

l dec

isio

ns a

nd d

raw

co

nclu

sion

s; a

nd to

pre

sent

re

sults

, wit

h ge

nera

l sup

ervi

sion

RPS

D 1

2.2

(REL

ATES

TO

9.4

)id

enti

fy, e

valu

ate,

and

com

-pa

re th

e qu

alit

y, c

ongr

uenc

ies,

di

scre

panc

ies,

om

issi

ons,

bia

ses,

an

d pe

rspe

ctiv

es o

f inf

orm

atio

n co

nten

t of p

rint

, med

ia, a

nd

elec

tron

ic r

esou

rces

RPS

D 1

2.3

(REL

ATES

TO

9.3

– 9

.8)

eval

uate

and

org

aniz

e id

eas

and

info

rmat

ion

from

a w

ide

rang

e of

med

ia a

nd a

var

iety

of

sou

rces

to m

eet t

heir

cur

-ri

culu

m n

eeds

effi

cien

tly a

nd

inde

pend

ently

RPS

D 1

2.4

(REL

ATES

TO

9.7

)id

enti

fy th

e st

reng

ths

and

limi-

tati

ons

of d

iffer

ent a

ppro

ache

s to

res

earc

h, a

nd s

elec

t tho

se a

p-pr

oach

es w

hich

effi

cien

tly m

eet

thei

r le

arni

ng n

eeds

BY T

HE

END O

F G

RA

DE

12, I

N A

DD

ITIO

N T

O T

HE

GR

AD

E 9

OU

TCO

MES

Stud

ents

will

be

expe

cted

to

BASI

C O

PERA

TIO

NS

& C

ON

CEP

TSSO

CIA

L, E

THIC

AL,

& H

UM

AN

ISSU

ES

PRO

DU

CTI

VIT

YC

OM

MU

NIC

ATIO

N

RES

EAR

CH, P

RO

BLE

M S

OLV

ING, &

D

ECIS

ION M

AK

ING

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY K

EY-S

TAG

E

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

23

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

SEH

I 12.

6 (R

ELAT

ES T

O 9

.5)

dem

onst

rate

an

appr

ecia

tion

of

the

role

of t

echn

olog

y-re

late

d ca

reer

s in

the

larg

er c

omm

uni-

ty a

nd a

sses

s te

chno

logy

-rel

ated

ca

reer

opp

ortu

niti

es w

ithi

n th

e co

ntex

t of t

heir

per

sona

l val

ues

and

need

s

SEH

I 12.

7 (R

ELAT

ES T

O 9

.8)

follo

w th

e Pu

blic

Sch

ool

Prog

ram

Net

wor

k A

cces

s and

U

se P

olic

y

CT

12.6

(REL

ATES

TO

9.3

)as

sess

the

valu

e an

d ap

plic

atio

n of

info

rmat

ion

and

com

mun

i-ca

tion

tech

nolo

gy in

per

sona

l an

d ca

reer

-rel

ated

pur

suit

s

RPS

D 1

2.5

(REL

ATES

TO

9.4

–9.

8)co

ntri

bute

to th

e de

velo

p-m

ent o

f cri

teri

a fo

r se

lect

ing

a re

sear

ch to

pic,

and

, bas

ed o

n th

ose

crit

eria

, defi

ne a

nd c

om-

plet

e a

rese

arch

task

ef

ficie

ntly

RPS

D 1

2.6

(REL

ATES

TO

9.9

)ac

cura

tely

rec

ord

and

cite

, usi

ng

acad

emic

ally

acc

epte

d fo

rmat

s an

d st

anda

rds,

sou

rces

of i

nfor

-m

atio

n co

ntri

buti

ng to

thei

r re

sear

ch

PTS

12.4

(REL

ATES

TO

9.4

, 9.5

) ev

alua

te, s

elec

t and

use

a

rang

e of

med

ia, a

nd in

for-

mat

ion

and

com

mun

ica-

tion

tech

nolo

gy, t

o cr

eate

, ed

it, a

nd p

ublis

h th

eir

wor

k in

depe

nden

tly

PTS

12.5

(REL

ATES

TO

PTS

9.

6 A

ND R

PSD

9.2

)cr

eate

ele

ctro

nic

char

ts,

tabl

es a

nd g

raph

s; a

nd

desi

gn, c

reat

e, a

nd m

a-ni

pula

te s

prea

d sh

eets

and

da

taba

ses,

as

part

of t

he

proc

ess

of c

olle

ctin

g, a

na-

lyzi

ng, a

nd d

ispl

ayin

g da

ta

inde

pend

ently

BO

C 3

.1

safe

ly u

se s

choo

l med

ia, c

ompu

ter

equi

pmen

t, an

d so

ftw

are

to s

uppo

rt

thei

r le

arni

ng, w

ith

dire

ct te

ache

r as

sist

ance

whe

n re

quir

ed

BO

C 3

.2

use

a ra

nge

of a

ppro

pria

te e

quip

-m

ent,

com

pute

r te

chno

logy

, and

so

ftw

are

to p

lan

and

crea

te m

ulti

-m

edia

wor

ks th

at c

onta

in p

ictu

res,

w

ords

, and

sou

nd to

tell

a st

ory

or

repo

rt th

e re

sults

of t

heir

lear

ning

BO

C 3

.3op

erat

e a

clas

sroo

m c

ompu

ter,

log

on a

nd o

ff th

e sc

hool

net

wor

k,

laun

ch a

nd c

lose

sof

twar

e, s

ave,

edi

t, an

d pr

int t

heir

wor

k, w

ith

teac

her

assi

stan

ce

BO

C 3

.4

safe

ly e

xcha

nge

elec

tron

ic m

ail a

nd

atta

chm

ents

wit

h st

uden

ts a

nd o

th-

ers

sele

cted

by

the

teac

her

for

curr

ic-

ulum

res

earc

h an

d co

mm

unic

atio

n pu

rpos

es, w

ith

teac

her

assi

stan

ce

BO

C 3

.5

unde

rsta

nd a

nd u

se b

asic

term

inol

-og

y re

late

d to

the

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy (

ICT

) th

ey a

re u

sing

at t

heir

cur

rent

gra

de

leve

l

BO

C 9

.1 (R

ELAT

ES T

O 6

.1)

oper

ate

a w

ide

vari

ety

of s

choo

l m

edia

, com

pute

r, an

d ot

her

educ

a-ti

onal

ly a

ppro

pria

te e

quip

men

t for

le

arni

ng, c

omm

unic

atio

n, a

nd th

e re

pres

enta

tion

of t

heir

lear

ning

, in-

depe

nden

tly a

nd s

afel

y w

ith

teac

her

supe

rvis

ion

BO

C 9

.2 (R

ELAT

ES T

O 6

.2)

use

and

crea

te in

form

atio

n te

xts

in a

ra

nge

of m

edia

, usi

ng s

peci

aliz

ed te

xt

feat

ures

of t

hose

med

ia to

sup

port

th

e co

mm

unic

atio

n, w

ith

teac

her

assi

stan

ce

BO

C 9

.3 (R

ELAT

ES T

O 6

.3)

dem

onst

rate

com

fort

wit

h ke

yboa

rd-

ing

and

man

ipul

atio

n of

com

pute

r in

put a

nd p

erip

hera

l dev

ices

as

they

w

ork

BO

C 9

.4 (R

ELAT

ES T

O 6

.4)

man

age

thei

r el

ectr

onic

file

s an

d co

r-re

spon

denc

e ef

ficie

ntly

BO

C 9

.5 (R

ELAT

ES T

O 6

.1, 6

.2, 6

.3, 6

.4)

from

a r

ange

of r

esou

rce

opti

ons,

kn

owle

dgea

bly

sele

ct, m

anag

e, a

nd

use

tech

nolo

gica

l res

ourc

es to

sol

ve

curr

icul

um p

robl

ems

and

enha

nce

thei

r le

arni

ng, w

ith

teac

her

guid

ance

BO

C 6

.1 (R

ELAT

ES T

O 3

.1)

safe

ly u

se s

choo

l med

ia a

nd c

ompu

ter

equi

pmen

t, an

d so

ftw

are

to s

uppo

rt

thei

r le

arni

ng, w

ith

grow

ing

inde

pen-

denc

e

BO

C 6

.2 (R

ELAT

ES T

O 3

.2)

use

and

crea

te in

form

atio

n te

xts

in a

ra

nge

of m

edia

, usi

ng s

peci

aliz

ed te

xt

feat

ures

of t

hose

med

ia to

sup

port

the

com

mun

icat

ion,

wit

h te

ache

r

assi

stan

ce

BO

C 6

.3 (R

ELAT

ES T

O 3

.3)

dem

onst

rate

eff

ecti

ve u

se o

f com

pute

r ke

yboa

rds,

mic

e, a

nd o

ther

inpu

t de-

vice

s to

pro

duce

fina

l doc

umen

ts a

nd

pres

enta

tion

BO

C 6

.4 (R

ELAT

ES T

O 3

.4, 3

.4)

mai

ntai

n th

eir

elec

tron

ic fi

les

and

fold

ers

on th

e co

mpu

ter

syst

em a

nd

netw

ork

BO

C 6

.5 (R

ELAT

ES T

O 3

.4)

safe

ly e

xcha

nge

elec

tron

ic m

ail a

nd

atta

chm

ents

wit

h st

uden

ts a

nd o

ther

s se

lect

ed b

y th

e te

ache

r fo

r cu

rric

ulum

re

sear

ch a

nd c

omm

unic

atio

n pu

rpos

-es

, wit

h te

ache

r su

perv

isio

n

BO

C 6

.6 (R

ELAT

ES T

O 3

.5)

unde

rsta

nd a

nd u

se w

ith

incr

easi

ng

faci

lity,

a w

ide

rang

e of

term

inol

ogy

rela

ted

to th

e te

chno

logy

they

em

ploy

du

ring

thei

r st

udie

s

BO

C 1

2.1

(REL

ATES

TO

9.1

– 9

.4)

use

a w

ide

vari

ety

of te

chno

logy

, de

mon

stra

te a

cle

ar u

nder

stan

ding

of

tech

nolo

gica

l app

licat

ions

, and

con

sis-

tent

ly a

pply

app

ropr

iate

tech

nolo

gy to

so

lve

curr

icul

um p

robl

ems

BO

C 1

2.2

(REL

ATES

TO

9.5

)de

mon

stra

te a

n ab

ility

to a

sses

s th

e ap

-pl

icat

ion

of te

chno

logy

to s

olve

pro

b-le

ms,

par

ticu

larl

y to

eva

luat

e si

gnifi

cant

ef

fect

s w

hich

est

imat

ions

, pro

gram

fla

ws

and

hum

an e

rror

hav

e on

any

gi

ven

solu

tion

BO

C 1

2.3

(REL

ATES

TO

9.6

)de

mon

stra

te fa

cilit

y w

ith

the

spec

ial-

ized

voc

abul

ary

asso

ciat

ed w

ith

the

tech

nolo

gy th

ey u

se

BO

C 1

2.4

(REL

ATES

TO

9.7

)ta

ke p

erso

nal r

espo

nsib

ility

for

thei

r sa

fe a

nd e

rgon

omic

use

of t

echn

olog

y fo

r le

arni

ng

BA

SIC O

PER

ATIO

NS

& C

ON

CEP

TS

BY T

HE

END O

F TH

E K

EY-S

TAG

E, IN

AD

DIT

ION T

O T

HE

PREV

IOU

S K

EY-S

TAG

E O

UTC

OM

ES

Stud

ents

will

be

expe

cted

to

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY S

TRA

ND

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

25

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

BO

C 6

.7 (R

ELAT

ES T

O 3

.6)

repo

rt m

alfu

ncti

onin

g eq

uipm

ent t

o th

e te

ache

r, an

d to

pro

vide

ane

cdot

al

info

rmat

ion

that

may

be

of h

elp

to

mai

nten

ance

tech

nici

ans

BO

C 9

.5 (R

ELAT

ES T

O 6

.1, 6

.2, 6

.3, 6

.4)

from

a r

ange

of r

esou

rce

opti

ons,

kn

owle

dgea

bly

sele

ct, m

anag

e, a

nd

use

tech

nolo

gica

l res

ourc

es to

sol

ve

curr

icul

um p

robl

ems

and

enha

nce

thei

r le

arni

ng, w

ith

teac

her

guid

ance

BO

C 9

.6 (R

ELAT

ES T

O 6

.6)

unde

rsta

nd a

nd u

se a

wid

e ra

nge

of

term

inol

ogy

rela

ted

to th

e te

chno

logy

th

ey u

se fo

r le

arni

ng

BO

C 9

.7 (R

ELAT

ES T

O 6

.7)

wor

k sa

fely

as

they

use

IC

T, a

pply

-in

g ba

sic

trou

bles

hoot

ing

tech

niqu

es

to a

sses

s eq

uipm

ent a

nd s

oftw

are

prob

lem

s th

at a

ffec

t the

ir u

se o

f IC

T;

then

pro

vide

ane

cdot

al in

form

atio

n w

hich

may

be

of h

elp

to m

aint

enan

ce

tech

nici

ans

BO

C 3

.6

repo

rt m

alfu

ncti

onin

g eq

uipm

ent t

o th

e te

ache

r

SOC

IAL,

ETH

ICA

L &

HU

MA

N IS

SUES

BY T

HE

END O

F TH

E K

EY-S

TAG

E, IN

AD

DIT

ION T

O T

HE

PREV

IOU

S K

EY-S

TAG

E O

UTC

OM

ES

Stud

ents

will

be

expe

cted

to

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY S

TRA

ND

SEH

I 3.1

sh

are

book

s, m

edia

, ele

ctro

nic

in-

form

atio

n re

sour

ces,

and

com

pute

r eq

uipm

ent

SEH

I 3.2

w

ork

colla

bora

tive

ly w

ith

teac

hers

to

dev

elop

res

pons

ibili

ty fo

r th

eir

pers

onal

saf

ety

whi

le u

sing

IC

T

SEH

I 3.3

re

spon

d pe

rson

ally

and

wit

h de

velo

p-in

g cr

itic

al a

war

enes

s to

a r

ange

of

prin

t, m

edia

, and

ele

ctro

nic

reso

urce

s

SEH

I 3.4

be

gin

to id

enti

fy th

e va

lues

and

po

ints

of v

iew

of r

esou

rces

as

they

se

lect

them

for

use

SEH

I 3.5

in

clud

e in

thei

r ow

n w

ork

the

copy

righ

ted

mat

eria

ls o

f oth

ers

only

w

hen

perm

issi

on to

do

so h

as b

een

rece

ived

, wit

h te

ache

r or

libr

ary

staf

f as

sist

ance

SEH

I 3.6

follo

w th

e Pu

blic

Sch

ool P

rogr

am

Net

wor

k A

cces

s and

Use

Pol

icy

SEH

I 9.1

(REL

ATES

TO

6.1

, 6.2

, 6.3

)de

mon

stra

te u

nder

stan

ding

of t

he

natu

re o

f tec

hnol

ogy

and

its

impa

cts

on

diff

eren

t soc

ieti

es a

nd e

nvir

onm

ents

; us

ing

tech

nolo

gy, i

n lo

cal a

nd g

loba

l co

ntex

ts, w

ith

due

rega

rd fo

r th

e le

gal

and

hum

an r

ight

s of

oth

ers

SEH

I 9.2

(REL

ATES

TO

6.3

, 6.4

, 6.5

, 6.6

) id

enti

fy a

nd d

emon

stra

te th

e va

lues

an

d te

chni

ques

of m

ass

med

ia, p

opul

ar

cultu

re, a

nd e

lect

roni

c in

form

atio

n en

viro

nmen

ts, a

nd e

valu

ate

the

effe

cts

of th

ese

tech

niqu

es

SEH

I 9.3

(REL

ATES

TO

6.7

, 6.8

) un

ders

tand

, mod

el, a

nd a

ssum

e pe

r-so

nal r

espo

nsib

ility

for

the

acce

ptab

le

use

of c

opyr

ight

ed a

nd o

ther

info

rma-

tion

res

ourc

es

SEH

I 9.4

(REL

ATES

TO

6.2

, 6.7

, 6.8

) de

mon

stra

te a

n un

ders

tand

ing

of, a

nd

a co

mm

itm

ent t

o, a

ccur

acy,

eth

ical

be

havi

our,

and

pers

onal

pri

vacy

and

sa

fety

as

they

cre

ate

and

dist

ribu

te

info

rmat

ion

abou

t the

mse

lves

, oth

ers,

an

d cu

rric

ulum

topi

cs u

nder

stu

dy

SEH

I 6.1

(REL

ATES

TO

3.1

)sh

are

info

rmat

ion

reso

urce

s, m

edia

eq

uipm

ent a

nd c

ompu

ter

equi

pmen

t

SEH

I 6.2

(REL

ATES

TO

3.2

)de

mon

stra

te r

espe

ct fo

r th

e pr

ivac

y an

d in

telle

ctua

l pro

pert

y of

oth

ers,

mai

n-ta

in th

eir

pers

onal

pri

vacy

and

saf

ety

SEH

I 6.3

(REL

ATES

TO

3.2

)be

gin

to id

enti

fy s

ocia

l and

eth

ical

is

sues

ass

ocia

ted

wit

h th

e gl

obal

acc

ess

and

dist

ribu

tion

of i

nfor

mat

ion;

and

to

dev

elop

con

cern

for

the

accu

racy

of

info

rmat

ion,

per

sona

l pri

vacy

and

sa

fety

whe

n in

ele

ctro

nic

envi

ronm

ents

su

ch a

s In

tern

et, w

ith

the

assi

stan

ce o

f th

e te

ache

r

SEH

I 6.4

(REL

ATES

TO

3.3

)id

enti

fy c

hang

es in

the

way

s th

at

info

rmat

ion

is c

olle

cted

, rep

rese

nted

an

d tr

ansm

itte

d, a

nd th

e im

pact

s su

ch

chan

ges

have

on

indi

vidu

als,

com

mu-

niti

es, a

nd c

ultu

res

SEH

I 6.5

(REL

ATES

TO

3.3

)id

enti

fy a

nd u

se th

e so

cial

con

vent

ions

of

onl

ine

com

mun

icat

ion

duri

ng I

nter

-ne

t com

mun

icat

ion

SEH

I 12.

1 (R

ELAT

ES T

O 9

.1 –

9.4

)be

have

eth

ical

ly a

nd w

ith

accu

racy

as

they

gen

erat

e an

d di

stri

bute

info

rma-

tion

abo

ut th

emse

lves

, oth

ers,

and

cu

rric

ulum

topi

cs u

nder

stu

dy

SEH

I 12.

2 (R

ELAT

ES T

O 9

.2)

arti

cula

te a

n in

form

ed a

nd c

riti

cal

unde

rsta

ndin

g of

mas

s m

edia

, pop

ular

cu

lture

and

ele

ctro

nic

info

rmat

ion

en-

viro

nmen

ts; t

heir

tech

niqu

es; a

nd th

e ef

fect

s of

thos

e te

chni

ques

SEH

I 12.

3 (R

ELAT

ES T

O 9

.1 –

9.4

)cr

itic

ally

ana

lyze

the

impa

cts

of e

volv

-in

g te

chno

logi

es o

n th

emse

lves

, soc

iet-

ies,

and

the

envi

ronm

ent

SEH

I 12.

4 (R

ELAT

ES T

O 9

.2 –

9.4

)de

mon

stra

te h

abit

s of

per

cept

ion,

an

alys

is, j

udgm

ent a

nd s

elec

tivi

ty a

s th

ey c

ontr

ibut

e to

soc

iety

thro

ugh

the

disc

erni

ng a

nd c

riti

cal u

se a

nd c

reat

ion

of in

form

atio

n re

sour

ces

and

te

chno

logy

SEH

I 12.

5 (R

ELAT

ES T

O 9

.3, 9

.4)

act r

espo

nsib

ly w

hen

face

d w

ith

ethi

cal

issu

es th

at a

rise

from

thei

r us

e of

info

r-m

atio

n an

d IC

T

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

27

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

SEH

I 6.6

(REL

ATES

TO

3.4

)id

enti

fy a

nd g

ive

spec

ific

exam

ples

w

here

cul

tura

l val

ues

and

expe

rien

ces

influ

ence

the

info

rmat

ion

and

ente

r-ta

inm

ent p

rodu

cts

they

use

SEH

I 6.7

(REL

ATES

TO

3.5

) in

clud

e in

thei

r ow

n w

ork

the

copy

-ri

ghte

d m

ater

ials

of o

ther

s on

ly w

hen

perm

issi

on to

do

so h

as b

een

rece

ived

SEH

I 6.8

(R

ELAT

ES T

O 3

.6)

follo

w th

e Pu

blic

Sch

ool P

rogr

am N

et-

wor

k A

cces

s and

Use

Pol

icy

SEH

I 9.5

(REL

ATES

TO

6.2

, 6.7

, 6.8

) id

enti

fy te

chno

logy

-rel

ated

car

eer

op-

port

unit

ies

of p

erso

nal i

nter

est,

and

be-

gin

to a

sses

s th

eir

stre

ngth

s an

d in

tere

sts

wit

h re

spec

t to

tech

nolo

gy

SEH

I 9.6

(REL

ATES

TO

6.8

)fo

llow

the

Publ

ic S

choo

l Pro

gram

Net

-w

ork

Acc

ess a

nd U

se P

olic

y

SEH

I 12.

6 (R

ELAT

ES T

O 9

.5)

dem

onst

rate

an

appr

ecia

tion

of t

he r

ole

of te

chno

logy

-rel

ated

car

eers

in th

e la

rger

com

mun

ity

and

asse

ss te

chno

l-og

y-re

late

d ca

reer

opp

ortu

niti

es w

ithi

n th

e co

ntex

t of t

heir

per

sona

l val

ues

and

need

s

SEH

I 12.

7 (R

ELAT

ES T

O 9

.8)

follo

w th

e Pu

blic

Sch

ool P

rogr

am N

et-

wor

k A

cces

s and

Use

Pol

icy

PTS

6.1

(REL

ATES

TO

3.1

)se

lect

from

a r

ange

of m

edia

and

sof

t-w

are

to b

est r

epre

sent

the

cont

ent a

nd

purp

ose

of th

eir

lear

ning

wit

h gr

owin

g in

depe

nden

ce

PTS

6.2

(REL

ATES

TO

3.2

)id

enti

fy a

nd d

escr

ibe

diff

eren

t way

s in

w

hich

info

rmat

ion

avai

labl

e fo

r us

e at

th

is le

vel c

an b

e cr

eate

d, s

tore

d, u

sed,

re

pres

ente

d, a

nd tr

ansm

itte

d w

ith

grow

ing

inde

pend

ence

PTS

6.3

(REL

ATES

TO

3.3

)co

llabo

rate

wit

h th

e te

ache

r an

d pe

ers

to u

se s

oftw

are

to b

rain

stor

m, d

evel

op

a th

ough

t web

, and

out

line

idea

s un

der

stud

y

PTS

6.4

(REL

ATES

TO

3.1

. 3.3

)co

nduc

t sim

ple

rese

arch

, the

n pl

an a

nd

crea

te a

rep

rese

ntat

ion

of th

eir

lear

n-in

g, s

uch

as a

sto

rybo

ard,

a m

ulti

med

ia

pres

enta

tion

, an

audi

o re

cord

ing,

a

web

pag

e, o

r a

prin

t pub

licat

ion

inde

-pe

nden

tly a

nd in

col

labo

rati

on w

ith

othe

rs

PTS

6.5

(REL

ATES

TO

3.4

) re

cord

and

edi

t sti

ll im

ages

, mov

ing

imag

es, a

nd s

ound

to r

epre

sent

thei

r le

arni

ng to

par

ticu

lar

audi

ence

s, w

ith

teac

her

assi

stan

ce

PTS

3.1

pres

ent t

heir

lear

ning

by

sele

ctin

g m

edia

and

sof

twar

e ap

prop

riat

e to

the

cont

ent a

nd p

urpo

se, w

ith

teac

her

assi

stan

ce

PTS

3.2

iden

tify

and

des

crib

e w

ays

in w

hich

in

form

atio

n av

aila

ble

for

use

at th

is

leve

l can

be

crea

ted,

sto

red,

use

d,

repr

esen

ted,

and

tran

smit

ted

wit

h te

ache

r as

sist

ance

PTS

3.3

use

man

ipul

ativ

es, d

ata

gath

erin

g in

-st

rum

ents

, and

sof

twar

e, to

exp

lore

, an

alys

e, a

nd r

epre

sent

con

cept

s un

der

stud

y, w

ith

teac

her

assi

stan

ce

PTS

9.1

(REL

ATES

TO

6.3

)us

e so

ftw

are

to b

rain

stor

m, d

evel

op a

th

ough

t web

, out

line,

and

map

idea

s un

der

stud

y w

ith

inde

pend

ence

PTS

9.2

(REL

ATES

TO

6.1

, 6.2

, 6.4

, 6.5

)ex

plor

e cu

rric

ulum

con

cept

s un

der

stud

y us

ing

spec

ializ

ed s

oftw

are;

m

easu

ring

, sam

plin

g an

d re

cord

ing

equi

pmen

t; an

d co

mpu

ter-

base

d si

mul

atio

ns, w

ith

teac

her

assi

stan

ce

PTS

9.3

(REL

ATES

TO

6.1

, 6.2

, 6.4

, 6.5

, 6.

7)ex

plor

e th

e cu

rric

ulum

thro

ugh

a w

ide

rang

e of

pri

nt a

nd e

lect

roni

c fo

rms;

acc

essi

ng a

nd p

roce

ssin

g in

form

atio

n by

mea

ns o

f the

spe

cial

-iz

ed te

chni

ques

ass

ocia

ted

wit

h th

e te

chno

logy

they

sel

ect

PTS

9.4

(REL

ATES

TO

6.5

, 6.6

)cr

eate

and

man

ipul

ate

soun

d, im

ages

an

d vi

deo,

usi

ng d

igita

l equ

ipm

ent a

nd

com

pute

r-ba

sed

editi

ng, t

o re

pres

ent

thei

r le

arni

ng fo

r pa

rtic

ular

aud

ienc

es

and

purp

oses

, ind

epen

dent

ly

PTS

9.5

(REL

ATES

TO

6.4

, 6.5

, 6.6

)de

velo

p m

ulti

med

ia p

rese

ntat

ions

, ba

sed

on s

ound

pri

ncip

les

of d

esig

n,

wit

h in

crea

sing

con

fiden

ce,

effic

ienc

y an

d in

depe

nden

ce

PTS

12.1

(REL

ATES

TO

9.1

) us

e el

ectr

onic

pla

nnin

g so

ftw

are

to

supp

ort t

he d

evel

opm

ent a

nd a

naly

sis

of e

ffici

ent,

pers

onal

stu

dy a

nd r

esea

rch

plan

s in

depe

nden

tly

PTS

12.2

(REL

ATES

TO

9.2

, 9.6

) ev

alua

te, s

elec

t, an

d us

e th

e fo

llow

ing

to

lear

n an

d to

rep

rese

nt c

urri

culu

m c

on-

cept

s un

der

stud

y: s

peci

aliz

ed s

oftw

are,

in

clud

ing

com

pute

r-ba

sed

sim

ulat

ions

; an

d m

easu

ring

, sam

plin

g an

d re

cord

ing

devi

ces,

incl

udin

g co

mpl

ex c

alcu

lato

rs

PTS

12.3

(REL

ATES

TO

9.3

, 9.4

) w

rite

and

rep

rese

nt th

eir

rese

arch

usi

ng

the

stru

ctur

es, f

eatu

res,

con

vent

ions

, an

d te

chni

ques

of s

peci

aliz

ed p

ublic

a-ti

on a

nd p

rese

ntat

ion

form

ats

wit

h gr

owin

g flu

ency

PTS

12.4

(REL

ATES

TO

9.4

, 9.5

) ev

alua

te, s

elec

t and

use

a r

ange

of

med

ia, a

nd in

form

atio

n an

d co

mm

uni-

cati

on te

chno

logy

, to

crea

te, e

dit,

and

publ

ish

thei

r w

ork

inde

pend

ently

PTS

12.5

(REL

ATES

TO

PTS

9.6

AN

D R

PSD

9.

2)cr

eate

ele

ctro

nic

char

ts, t

able

s an

d gr

aphs

; and

des

ign,

cre

ate,

and

man

ipu-

late

spr

ead

shee

ts a

nd d

atab

ases

, as

part

of

the

proc

ess

of c

olle

ctin

g, a

naly

zing

, an

d di

spla

ying

dat

a in

depe

nden

tly

PRO

DU

CTI

VIT

Y

BY T

HE

END O

F TH

E K

EY-S

TAG

E, IN

AD

DIT

ION T

O T

HE

PREV

IOU

S K

EY-S

TAG

E O

UTC

OM

ES

Stud

ents

will

be

expe

cted

to

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY S

TRA

ND

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

29

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

PTS

6.6

(REL

ATES

3.1

, 3.3

)cr

eate

nav

igab

le w

eb p

ages

and

oth

er

form

s of

mul

tim

edia

whi

ch in

corp

o-ra

te te

xt, s

till

and

mov

ing

imag

es, a

nd

links

to e

xter

nal r

esou

rces

inde

pen-

dent

ly a

nd in

col

labo

rati

on w

ith

othe

rs

PTS

6.7

(REL

ATES

TO

3.1

, 3.3

)cr

eate

sim

ple

data

base

s of

info

rmat

ion

whi

ch th

ey q

uery

to d

isco

ver

info

rma-

tion

pat

tern

s an

d re

lati

onsh

ips

duri

ng

rese

arch

PTS

9.6

us

e in

form

atio

n an

d co

mm

unic

atio

n te

chno

logy

to e

xplo

re in

crea

sing

ly

com

plex

num

eric

al a

nd s

pati

al s

itu-

atio

ns fo

r th

e pu

rpos

e of

dev

elop

ing

and

test

ing

conj

ectu

res

CT

6.1

(REL

ATES

TO

3.1

, 3.2

)co

ntri

bute

to a

nd le

arn

from

onl

ine

disc

ussi

ons

and

web

site

s de

sign

ed fo

r st

uden

t cur

ricu

lum

use

, wit

h te

ache

r su

perv

isio

n an

d as

sist

ance

CT

6.2

(REL

ATES

TO

3.1

, 3.3

)se

nd a

nd r

ecei

ve e

lect

roni

c m

ail f

or

curr

icul

um p

urpo

ses,

and

exc

hang

e fil

es o

f cur

ricu

lum

-rel

ated

info

rmat

ion,

w

ith

teac

her

assi

stan

ce a

nd d

irec

tion

CT

6.3

(REL

ATES

TO

3.2

, 3.3

)cr

eate

, pro

cess

, and

rep

rese

nt th

eir

lear

ning

usi

ng la

ngua

ge, c

onve

n-ti

ons,

and

pro

cedu

res

asso

ciat

ed w

ith

educ

atio

nal m

edia

and

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy, w

ith

teac

her

assi

stan

ce

CT

6.4

(REL

ATES

TO

3.3

)id

enti

fy a

nd g

ive

spec

ific

exam

ples

of

how

form

, sta

ndar

ds, c

onve

ntio

ns, a

nd

met

hods

of i

nfor

mat

ion

tran

smis

sion

af

fect

stu

dent

s th

eir

age

CT

12.1

(REL

ATES

TO

9.1

)us

e la

ngua

ge, i

n a

rang

e of

aur

al, p

rint

, m

edia

and

ele

ctro

nic

form

s to

exp

lore

an

d ex

pres

s th

eir

perc

epti

ons,

feel

ings

, id

eas

and

atti

tude

s; r

efine

thei

r th

ink-

ing;

and

inte

ract

, neg

otia

te, a

nd c

ol-

labo

rate

wit

h ot

hers

in o

rder

to b

uild

th

eir

unde

rsta

ndin

g

CT

12.2

(REL

ATES

TO

9.1

, 9.2

)cr

itic

ally

app

ly te

chno

logi

cal s

kills

in

a ra

nge

of e

lect

roni

c, v

isua

l, an

d pr

int

med

ia fo

r fo

rmal

and

info

rmal

co

mm

unic

atio

n

CT

12.3

(REL

ATES

TO

9.1

)de

sign

and

cre

ate

elec

tron

ic d

ocum

ents

to

acc

ompl

ish

curr

icul

ar ta

sks

CT

12.4

(REL

ATES

TO

CT

9.3)

disc

over

, sha

re a

nd r

eflec

t upo

n th

eir

own

and

othe

rs’ c

ultu

res,

val

ues,

and

un

ders

tand

ings

as

they

are

exp

ress

ed in

el

ectr

onic

and

oth

er fo

rmat

s

CT

12.5

(REL

ATES

TO

9.1

– 9

.3)

use

mul

tim

edia

har

dwar

e an

d au

thor

ing

soft

war

e to

dev

elop

non

-lin

ear,

inte

rac-

tive

pre

sent

atio

ns

CT

9.1

(REL

ATES

TO

6.3

, 6.5

)us

e la

ngua

ge, i

n a

rang

e of

aur

al,

prin

t, m

edia

, and

ele

ctro

nic

form

s to

ex

plor

e an

d ex

pres

s th

eir

perc

epti

ons,

fe

elin

gs, i

deas

and

att

itud

es; r

efine

th

eir

thin

king

; and

inte

ract

, neg

oti-

ate,

and

col

labo

rate

wit

h ot

hers

in

orde

r to

bui

ld th

eir

unde

rsta

ndin

g

CT

9.2

(REL

ATES

TO

6.1

)de

sign

and

bui

ld in

tran

et o

r In

tern

et

web

site

s of

stu

dent

-pro

duce

d pa

ges

abou

t a c

urri

culu

m to

pic,

in s

mal

l gr

oups

wit

h te

ache

r su

perv

isio

n

CT

9.3

(REL

ATES

TO

6.1

-6.5

)cr

itic

ally

eva

luat

e ho

w s

tyle

, for

m,

sour

ce, a

nd m

ediu

m in

fluen

ce th

e ac

cess

ibili

ty, v

alid

ity

and

mea

ning

of

info

rmat

ion

wit

h in

depe

nden

ce

CT

3.1

use

info

rmat

ion

and

com

mun

ica-

tion

tech

nolo

gy to

cor

resp

ond

andc

olla

bora

te; a

nd to

res

earc

h an

d sh

are

thei

r id

eas

wit

h ot

hers

, wit

h te

ache

r as

sist

ance

CT

3.2

sele

ct a

nd u

se in

form

atio

n an

d co

mm

unic

atio

n te

chno

logy

re-

sour

ces

in a

ddit

ion

to p

aper

and

pr

int-

base

d le

arni

ng m

ater

ials

, wit

h te

ache

r as

sist

ance

CT

3.3

begi

n to

exp

lore

and

use

a r

ange

of

inve

stig

ativ

e st

rate

gies

and

tech

nol-

ogy

to c

reat

e, c

onsi

der,

and

com

-m

unic

ate

thei

r id

eas

for

vari

ous

purp

oses

and

aud

ienc

es

CO

MM

UN

ICAT

ION

BY T

HE

END O

F TH

E K

EY-S

TAG

E, IN

AD

DIT

ION T

O T

HE

PREV

IOU

S K

EY-S

TAG

E O

UTC

OM

ES

Stud

ents

will

be

expe

cted

to

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY S

TRA

ND

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

31

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

CT

12.6

(REL

ATES

TO

9.3

)as

sess

the

valu

e an

d ap

plic

atio

n of

info

r-m

atio

n an

d co

mm

unic

atio

n te

chno

logy

in

per

sona

l and

car

eer-

rela

ted

purs

uits

CT

6.5

(REL

ATES

TO

3.3

)un

ders

tand

and

app

ly b

asic

pri

ncip

les

of d

esig

n an

d st

yle

in r

epre

sent

ing

thei

r le

arni

ng

RPS

D 3

.1

loca

te r

elev

ant i

nfor

mat

ion

by u

s-in

g th

e ap

prop

riat

e or

gani

zati

onal

fe

atur

es o

f and

sea

rch

stra

tegi

es a

p-pl

icab

le to

boo

ks, o

ther

pri

nt, a

udio

C

Ds,

vid

eos,

com

pute

r so

ftw

are,

m

ulti

med

ia, a

nd th

e In

tern

et, w

ith

teac

her

assi

stan

ce

RPS

D 3

.2

accu

rate

ly u

se m

easu

ring

dev

ices

and

re

cord

thei

r fin

ding

s us

ing

elec

tron

ic

char

ts a

nd g

raph

s

RPS

D 3

.3

crea

te a

nd a

naly

se e

lect

roni

c ch

arts

, m

aps,

and

gra

phs

to p

redi

ct p

atte

rns

and

rela

tion

ship

s in

info

rmat

ion,

an

d to

sup

port

dec

isio

n-m

akin

g

RPS

D 3

.4

com

plet

e sh

ort,

clea

rly

defin

ed

rese

arch

task

s, a

sses

sing

info

rmat

ion

sele

cted

from

sev

eral

sou

rces

bey

ond

pape

r an

d pr

int-

base

d m

edia

, wit

h te

ache

r as

sist

ance

RPS

D 3

.5

ackn

owle

dge

the

sour

ces

of th

eir

info

rmat

ion

usin

g si

mpl

e ci

tati

on

form

ats,

wit

h te

ache

r as

sist

ance

RES

EAR

CH, P

RO

BLE

M S

OLV

ING &

DEC

ISIO

N M

AK

ING

BY T

HE

END O

F TH

E K

EY-S

TAG

E, IN

AD

DIT

ION T

O T

HE

PREV

IOU

S K

EY-S

TAG

E O

UTC

OM

ES

Stud

ents

will

be

expe

cted

to

ICT

LEA

RN

ING O

UTC

OM

ES O

RG

AN

IZED

BY S

TRA

ND

RPS

D 6

.1 (R

ELAT

ES T

O 3

.1)

loca

te r

elev

ant i

nfor

mat

ion

by u

sing

th

e ap

prop

riat

e or

gani

zati

onal

feat

ures

of

and

sea

rch

stra

tegi

es a

pplic

able

to

book

s, o

ther

pri

nt, a

udio

CD

s, v

ideo

s,

com

pute

r so

ftw

are,

mul

tim

edia

, onl

ine

peri

odic

als,

and

the

Inte

rnet

, wit

h so

me

teac

her

assi

stan

ce

RPS

D 6

.2 (R

ELAT

ES T

O 3

.2, 3

.3)

use

appr

opri

ate

tech

nolo

gica

l too

ls fo

r co

ncep

t map

ping

, pro

blem

sol

ving

, ob

serv

atio

n, m

easu

rem

ent,

calc

ula-

tion

, gra

phin

g an

d ch

arti

ng to

exp

lore

co

ncep

ts u

nder

stu

dy

RPS

D 6

.3 (R

ELAT

ES T

O 3

.1, 3

.2, 3

.3)

use

rese

arch

info

rmat

ion

to s

uppo

rt

argu

men

ts, w

ith

teac

her

supp

ort

RPS

D 6

.4 (R

ELAT

ES T

O 3

.4)

com

plet

e sh

ort,

clea

rly

defin

ed r

esea

rch

task

s, a

sses

sing

info

rmat

ion

sele

cted

fr

om s

ever

al s

ourc

es b

eyon

d pa

per

and

prin

t-ba

sed

med

ia, w

ith

som

e te

ache

r as

sist

ance

RPS

D 6

.5 (R

ELAT

ES T

O 3

.5)

ackn

owle

dge

the

sour

ces

of th

eir

info

r-m

atio

n us

ing

sim

ple

cita

tion

form

ats,

w

ith

inde

pend

ence

RPS

D 9

.1 (R

ELAT

ES T

O 6

.2)

sele

ct a

ppro

pria

te m

easu

ring

and

re

cord

ing

devi

ces

and/

or s

oftw

are

to c

olle

ct d

ata,

dis

cove

r pa

tter

ns o

f ch

ange

ove

r ti

me,

sol

ve p

robl

ems

and

m

ake

logi

cal d

ecis

ions

bas

ed o

n th

eir

inve

stig

atio

ns; w

ith

teac

her

assi

stan

ce

RPS

D 9

.2 (R

ELAT

ES T

O 6

.1, 6

.2)

crea

te a

nd u

se e

lect

roni

c ch

arts

, m

aps,

tabl

es, g

raph

s, s

prea

dshe

ets,

an

d da

taba

ses

to c

olle

ct, a

naly

se a

nd

disp

lay

data

inde

pend

ently

RPS

D 9

.3 (R

ELAT

ES T

O 6

.1, 6

.2)

wri

te a

nd r

epre

sent

thei

r re

sear

ch

usin

g th

e st

ruct

ures

, fea

ture

s, c

onve

n-ti

ons,

and

tech

niqu

es o

f spe

cial

ized

pu

blic

atio

n an

d pr

esen

tati

on fo

rmat

s w

ith

grow

ing

fluen

cy

RPS

D 9

.4 (R

ELAT

ES T

O 6

.3, 6

.4)

asse

ss th

e qu

alit

y, c

ompr

ehen

sive

ness

, bi

ases

, and

per

spec

tive

s of

pri

nt, m

e-di

a an

d el

ectr

onic

res

ourc

es fo

r us

e in

th

eir

curr

icul

ar s

tudi

es, w

ith

teac

her

guid

ance

RPS

D 9

.5 (R

ELAT

ES T

O 6

.1 –

6.4

)cr

itic

ally

eva

luat

e ho

w s

tyle

, for

m,

sour

ce, a

nd m

ediu

m in

fluen

ce th

e ac

cess

ibili

ty, v

alid

ity,

and

mea

ning

of

info

rmat

ion

inde

pend

ently

RPS

D 1

2.1

(REL

ATES

TO

9.1

)se

lect

app

ropr

iate

dev

ices

and

sof

twar

e to

col

lect

dat

a, s

olve

pro

blem

s an

d no

te p

atte

rns;

to m

ake

logi

cal d

ecis

ions

an

d dr

aw c

oncl

usio

ns; a

nd to

pre

sent

re

sults

, wit

h ge

nera

l sup

ervi

sion

RPS

D 1

2.2

(REL

ATES

TO

9.4

)id

enti

fy, e

valu

ate,

and

com

pare

the

qual

ity,

con

grue

ncie

s, d

iscr

epan

cies

, om

issi

ons,

bia

ses,

and

per

spec

tive

s of

in

form

atio

n co

nten

t of p

rint

, med

ia,

and

elec

tron

ic r

esou

rces

RPS

D 1

2.3

(REL

ATES

TO

9.3

– 9

.8)

eval

uate

and

org

aniz

e id

eas

and

info

r-m

atio

n fr

om a

wid

e ra

nge

of m

edia

an

d a

vari

ety

of s

ourc

es to

mee

t the

ir

curr

icul

um n

eeds

effi

cien

tly a

nd

inde

pend

ently

RPS

D 1

2.4

(REL

ATES

TO

9.7

)id

enti

fy th

e st

reng

ths

and

limit

atio

ns

of d

iffer

ent a

ppro

ache

s to

res

earc

h, a

nd

sele

ct th

ose

appr

oach

es w

hich

effi

cien

tly

mee

t the

ir le

arni

ng n

eeds

RPS

D 1

2.5

(REL

ATES

TO

9.4

–9.

8)co

ntri

bute

to th

e de

velo

pmen

t of

crit

eria

for

sele

ctin

g a

rese

arch

topi

c,

and,

bas

ed o

n th

ose

crit

eria

, defi

ne a

nd

com

plet

e a

rese

arch

task

effi

cien

tly

RPS

D 1

2.6

(REL

ATES

TO

9.9

)ac

cura

tely

rec

ord

and

cite

, usi

ng a

ca-

dem

ical

ly a

ccep

ted

form

ats

and

stan

-da

rds,

sou

rces

of i

nfor

mat

ion

cont

ribu

t-in

g to

thei

r re

sear

ch

NO

VA S

CO

TIA D

EPA

RTM

ENT

OF

EDU

CAT

ION

33

T

HE

INTE

GR

ATIO

N O

F IN

FOR

MAT

ION A

ND C

OM

MU

NIC

ATIO

N T

ECH-

RPS

D 9

.6 (R

ELAT

ES T

O 6

.3, 6

.4)

sele

ct a

nd r

efine

a r

esea

rch

topi

c, a

c-co

rdin

g to

teac

her-

prov

ided

cri

teri

a,

to fu

lfill

a cu

rric

ulum

req

uire

men

t, w

ith

teac

her

assi

stan

ce

RPS

D 9

.7 (R

ELAT

ES T

O 6

.1 –

6.4

)as

sess

the

stre

ngth

s an

d lim

itat

ions

of

diff

eren

t app

roac

hes

to r

esea

rch,

then

se

lect

thos

e ap

proa

ches

whi

ch m

ore

effic

ient

ly m

eet t

heir

lear

ning

nee

ds,

wit

h te

ache

r as

sist

ance

RPS

D 9

.8 (R

ELAT

ES T

O 6

.1 -

6.4

)ex

peri

ence

com

fort

, sec

urit

y an

d cl

arit

y th

at w

ell-

rese

arch

ed s

olut

ions

an

d co

nclu

sion

s ar

e va

lid a

nd r

elia

ble,

th

ough

unc

omm

on o

r un

expe

cted

RPS

D 9

.9 (R

ELAT

ES T

O 6

.5)

accu

rate

ly a

nd in

depe

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THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM NOVA SCOTIA DEPARTMENT OF EDUCATION34

ICT INTEGRATION WEBSITE IMPLEMENTATION SUPPORTResources and implementation supports for this document are currently in development at http://lrt.ednet.ns.ca. The following topics and headings have been identified for development to support implementation of ICT key-stage outcomes.

ILLUSTRATIVE EXAMPLES OF CURRICULAR INTEGRATIONS OF ICT WORKING WITH THE ICT STUDENT LEARNING OUTCOMES

• Forms of Evidence of Student Accomplishment of ICT outcomes

• Examples of Student Accomplishment with Assessment Notations

• Setting Criteria for Assessment of ICT outcomes within Subject Areas

• Using Assessment Information for Instructional Purposes

• Sample Assessment Templates

• Communicating Assessment Results: Purposes and Strategies

THE ETHICAL USE OF INTELLECTUAL PROPERTY IN ICT INFUSED CLASSROOMS • FAQ

• Web links

• What does the ethical and legal use of intellectual property look like in a technology integrated learning environment?

• Canadian Copyright Law and Education

• Educational Exemptions to Canadian Copyright Law

• Strategies for Working Ethically and Legally with Intellectual Property

• Consequences of Theft of Intellectual Property

• Sample Copyright Permission Request Forms

• Public School Program Network Access and Use Policy

WORKING WITH TECHNOLOGY: SAFE, ERGONOMIC, AND HEALTHY PRACTICES

IMPLEMENTATION RESOURCES • Approved Software Listings

• Template Materials

• Rubrics

• Lesson Plans

NOVA SCOTIA DEPARTMENT OF EDUCATION THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY WITHIN THE CURRICULUM 35

ORGANIZING THE CLASSROOM FOR LEARNING

PROVIDING STUDENTS WITH LEARNING CHOICE

SUPPORTING STUDENT LITERACY ACROSS THE CURRICULUM USING ICT

TEACHER PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND RESOURCES

GLOSSARY OF ICT INTEGRATION TERMS